OT Practice April 23 Issue

AOTA T H E

A MERIC A N

OC CUPAT IONAL

T HE RAPY

ASSOCIAT ION

®

You Can Be a

APRIL 23, 2012

Advocate for our profession!

Plus

Occupational Therapy

• Practical Benefits of Research • International classification system • CE Article: Telehealth as a Service Delivery Model • News And More!

SPECIAL PREVIEW 2012 renCe AnnuAl Confe & expo April 26–29 s, in indiAnApoli

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Easy Scoring, Interpretation, and Report Writing The SPM and SPM-P give you a quick visual summary of results—with scores that are easy to understand and genuinely useful in report writing and treatment planning. Home and School Forms are standardized on the same group of children, so you can directly compare teacher and parent ratings.

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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

AOTA • THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATION

Art Director: Carol Strauch

VOLUME 17 • ISSUE 7 • APRIL 23, 2012

Production Manager: Sarah Ely

FEATURES

Director of Sales & Corporate Relations: Jeffrey A. Casper Sales Manager: Tracy Hammond

Ad inquiries: 800-877-1383, ext. 2715, or e-mail [email protected] OT Practice External Advisory Board

Helping the Profession Thrive Within a Competitive Health Care Market

Tina Champagne, Chairperson, Mental Health Special Interest Section Donna Costa, Chairperson, Education Special Interest Section

Occupational Therapy

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

Pamela E. Toto notes no one can better advocate for the profession than we, the practitioners. Winning advocacy begins with the person in your mirror.

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, Developmental 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 Association advances the quality, availability, use, and support of occupational therapy through standard-setting, advocacy, education, 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. Subscriptions 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.

OT PRACTICE • APRIL 23, 2012

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Be an Occupational Therapy Superhero

Advertising Assistant: Clark Collins

COVER ILLUSTRATION © ROBERT DALE / SIS

DEPARTMENTS Capital Briefing

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Practice Perks

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News Medicare Part B Outpatient Therapy Cap for 2012 Understanding ICF’s Connection to Occupational Therapy Services

Evidence Perks

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Social Media Spotlight

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Collaborations That Work: Using Evidence for Policy Updates From Facebook, Twitter, and OT Connections

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Employment Opportunities

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Questions and Answers

Josh Springer and Houman Ziai

The Practical Benefits of Occupational Therapy Research

Andrew Waite speaks with academic program directors and clinicians about the reciprocal and mutually rewarding relationship between academic theory and clinical practice.

science innovation SPECIAL evidence

in the ever-changing health care environment

AOTA 92nd Annual Conference & Expo, Indianapolis

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CE Article

Calendar

Continuing Education Opportunities

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Connecting to Clinicians

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

• 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.

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News Association updates...profession and industry news AOTA News

Conference Blog Will Keep You Posted

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

OT Month Is Just the Beginning

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ooking for ways to celebrate and promote occupational therapy this month and beyond? Check out suggestions at http://aota.org/Practitioners/ Awareness/OT-Month.aspx. New this year, we have launched an initiative to gather stories from clients who want to share the positive experiences they have had with occupational therapy. We will use these stories as testimonials on our Web site and to help promote the profession in other venues. Submissions should be no longer than 250 words, and should include the person’s name and contact information. We will work with submitters on editing their stories if necessary, and we are happy to interview those clients who are not comfortable writing. OT PRACTICE • APRIL 23, 2012

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

Accreditation Visits Scheduled for Fall 2012

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s required by the U.S. Department of Education, this serves as notice to the public of upcoming accreditation visits and the opportunity for written third-party comment. Written comment concerning accreditation qualifications for the institutions or programs listed below (i.e., determining whether a program appears to be in compliance with Accreditation Council for Occupational Therapy Education [ACOTE®] accreditation standards or ACOTE accreditation policy) may be submitted no later than 20 days prior to the program’s scheduled on-site evaluation to Sue Graves, Assistant Director of Accreditation, AOTA, 4720 Montgomery Lane, P.O. Box 31220, Bethesda, Maryland 20824-1220. Receipt of the third-party comment will be acknowledged and processed according to ACOTE’s Policy on Third-Party Comment, which includes sending a copy of the comment letter to the director of the occupational therapy or occupational therapy assistant program named in the letter. The following programs are scheduled for on-site evaluations in fall 2012. All programs will be evaluated under the 2006 ACOTE Accreditation Standards.

September 10 to 12, 2012 Alvernia University (OT), Reading, Pennsylvania Brown Mackie College-Kansas City (OTA), Lenexa, Kansas—initial on-site evaluation as a primary location September 17 to 19, 2012 University of Hawaii/Kapiolani Community College (OTA), Honolulu, Hawaii Metropolitan Community College–Penn Valley (OTA), Kansas City, Missouri September 24 to 26, 2012 Concorde Career CollegeMemphis (OTA), Memphis, Tennessee—initial on-site evaluation University of Southern Indiana (OT), Evansville, Indiana October 1 to 3, 2012 Sanford-Brown College (OTA), Hazelwood, Missouri South Suburban College of Cook County (OTA), South Holland, Illinois October 15 to 17, 2012 Mountain State University (OTA), Beckley, West Virginia October 22 to 24, 2012 Eastern Kentucky University (OT), Richmond, Kentucky October 24 to 26, 2012 University of Findlay (OT), Findlay, Ohio October 29 to 31, 2012 Inter American University of Puerto Rico-Ponce Campus (OTA), Mercedita, Puerto Rico—initial on-site evaluation November 5 to 7, 2012 University of Mary (OT), Bismarck, North Dakota Neosho County Community College, Ottawa Campus (OTA), Ottawa, Kansas—initial on-site evaluation Stark State College (OTA), Canton, Ohio

Leaders Wanted

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OTA is excited to continue our commitment to leadership development by offering an updated Leadership Development Program for occupational therapy managers who want to cultivate their power and influence in their practice setting and within the profession. The future viability of the profession demands that we have solid and skilled leadership at all levels of the profession. This program will assist in meeting the Centennial Vision strategic objective of “building the profession’s capacity to influence and lead.” It is open to occupational therapy practitioners (OTs and OTAs) with more than 5 years of experience who are currently in management positions. Special consideration will be given to practitioners new to their rehabilitation/ school-based occupational therapy manager/director position.

The expected outcomes of this program include: n Increased leadership and management skills n Ability to cultivate your power and influence at your setting n Increased confidence n Increased ability to think strategically n Increased ability to advocate for the profession in multiple arenas n Clear and strengthened relationship with AOTA n The creation of a leadership community Applications will be accepted from May 15 to June 15. For submission requirements and other details, please go to www.aota. org/managers. 3

A O TA B u L L e T i N B O A r D OUTSTANDING RESOURCES FROM

Evaluation: Obtaining and Interpreting Data, 3rd Edition J. Hinojosa, P. Kramer, and P. Crist valuation, which promotes a greater understanding of the people occupational therapy serves, is the foundation of occupational therapy practice and provides evidence to guide best practices. This new edition of the classic text focuses on the role of the occupational therapist as an evaluator, with assessment support provided by the occupational therapy assistant. Chapters discuss the various aspects of a comprehensive evaluation, including screening, evaluating, reassessing, and re-evaluating, and they reaffirm the importance of understanding people as occupational beings. $59 for members, $84 for nonmembers. Order #1174C. http://store.aota.org/ view/?SKU=1174C

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The Reference Manual of the Official Documents of the American Occupational Therapy Association, Inc., 16th Edition American Occupational Therapy Association his updated collection of official documents consists of must-have information for occupation therapy clinicians, educators, and students compiled into one handy, frequently updated reference work. It’s a valuable resource for occupational therapy clinicians and managers and provides a solid grounding in the profession for students. $55 for members, $78 for nonmembers. Order #1585. http:// store.aota.org/view/?SKU=1585

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Ready to order? Call 877-404-AOTA or go to http://store.aota.org Enter Promo Code BB

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Let’s Think Big About Wellness (CEonCD™)W. Dunn Earn .25 AOTA CEU (3.13 NBCOT PDUs/2.5 contact hours. ccupational therapy has a lot to offer the public. This course explores the official documents and materials that support occupational therapy’s concept of wellness, review examples of interdisciplinary literature on wellness, and explore strengths models from other disciplines as a way to inform bigger thinking. It also examines occupational therapy practices, designs an action plan for embedding health and wellness perspectives into current work, and considers how we can expand our influence to the public. $68 for members, $97 for nonmembers. Order #4879. http:// store.aota.org/view/?SKU=4879

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OT Manager Topics (CEonCD™) D. Chisholm, P. Moyers Cleveland, S. Eyler, J. Hinojosa, K. Kapusta, S. Phipps, and P. Precin Earn .7 AOTA CEU (8.75 NBCOT PDUs/7 contact hours. his new course presents supplementary content from chapters in The Occupational Therapy Manager, 5th Edition, and provides additional applications that are relevant to selected issues on management. It focuses on six specific topics with individual learning objectives, and it is strongly recommended that participants read each of the six chapters in the book to enhance their learning experience prior to studying the selected CE topics. $194 for members, $277 for nonmembers. Order #4880. http://store.aota.org/ view/?SKU=4880

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

Questions? Call 800-SAY-AOTA (members); 301-652-AOTA (nonmembers and local callers); TDD: 800-377-8555

First Ever OT Mental Health Congressional Briefing Held

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OTA held a Congressional briefing on March 19 in support of the Occupational Therapy Mental Health Act, which would add occupational therapists to the current list of “behavioral and mental health professionals” in the National Health Services Corps (NHSC), making them eligible to participate in the NHSC Scholarship and Loan Repayment Programs. The briefing had more than 30 attendees representing more than a dozen Congressional offices as well as the National Alliance of Mental Illness and the American Psychiatric Association, and provided details about why Congress should enact the mental health act. For more information on the briefing, look for the name of the act in the Advocacy Highlights section on the home page of AOTA’s Web site, at www.aota.org.

Resources

Pediatric Virtual Chats

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on’t miss the upcoming pediatric virtual chat on violence prevention on May 14 at 2 pm EST. All chats are recorded and can be accessed at any time. For more, visit www. talkshoe.com/tc/73733.

New Position

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he position paper on Physical Agent Modalities was recently revised by the Commission on Practice and adopted by the Representative Assembly Coordinating Council for the Representative Assembly. This document is posted in the Official Document section of AOTA’s Web site, at www.aota. org/practitioners/official.

Practitioners in the News Hanna Hyon, an occupational therapy student at the University of the Sciences in Philadelphia, was recently awarded a Fulbright Scholarship to work in South Korea for 1 year.

In Memoriam Ann Patricia Grady, PhD, OTR, FOTA, died peacefully on March 18, 2012, from complications of a stroke. She was surrounded by many loving friends and family. Grady spent her early years in Connecticut, graduating from the College of New Rochelle with a bachelor’s degree in sociology. She then attended Columbia University, where she earned an advanced certificate in occupational therapy. She received a master’s degree and doctoral degree in human communications from the University of Denver. In 1957, Grady began her career as an occupational therapist at Newington Children’s Hospital in Newington, Connecticut. She moved to Colorado to accept a position as the director of the Occupational Therapy Department at the Children’s Hospital in Denver, Colorado, working there from 1966 through 1993. Throughout her career in occupational therapy, Grady was always a pioneer in new treatment approaches and innovations for children with disabilities. Her passion was the importance of family-centered care and including all people in their community of choice for living, working, and playing. During her years as a clinician and administrator/leader, Grady also taught in the graduate programs at Colorado State University and the University of Colorado’s Department of Pediatrics. Grady served the profession in several capacities on both the state and national levels. From 1977 through 1979, she served as speaker of AOTA’s Representative Assembly. In 1987, APRIL 23, 2012 • WWW.AOTA.ORG

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

Mentoring Leaders with Gilfoyle and Nielson. Grady was known and respected as much for her gentleness and love of people as for her substantial professional and personal achievements. She is known by many as a mentor and a leader. We have lost a dear friend—she will be greatly missed. Contributions in her memory can be made in her name to the American Occupational Therapy Foundation. —Ellie Gilfoyle Linda M. Schuberth, MA, OTR/L, SCFES, died peacefully in Towson, Maryland, after a long illness. Schuberth received a bachelor’s degree from Temple University in Philadelphia in 1977 and a master’s degree in occupational therapy from New York University in 1982. From 1985 to 1987, she was an assistant professor in

the Department of Occupational Therapy at the College of Allied Health Professions at Temple. In addition, she served as assistant director and senior clinician at the Kennedy Krieger Institute (KKI) for 22 years. Schuberth and her husband, Kenneth, were instrumental in establishing the Helen L. Hopkins Award at Temple University’s Occupational Therapy Program. In 1987, she received the Outstanding Alumni Award from the College of Allied Health Professions at Temple. In 2010, KKI established the Linda Schuberth Lecture Series in her honor. Schuberth contributed to numerous textbooks and publications on the subject of pediatric feeding and swallowing disorders. The latest was a collaboration with Jane Case-Smith for the feeding disorders chapter in Occupational Therapy for Children (6th ed.).

Always a supporter of AOTA, Schuberth served as a member of AOTA’s Specialty Certification Program in Feeding, Eating, and Swallowing from 2004 to 2006, and as a reviewer for applicants to AOTA’s Board for Advanced and Specialty Certification from 2007 to 2009. Current and former KKI therapists and AOTA colleagues described Schuberth in turn as exuberant, professional, collaborative, fun, and inspirational to friends, family, and colleagues alike. She requested contributions in her memory be made to the KKI’s Occupational Therapy Department. —Kristin Brockmeyer-Stubbs, MS, OTR/L, and Marcia S. Cox, MHS, OTR/L, SCFES

Andrew Waite is the associate editor of OT Practice. He can be reached at [email protected].

Earn Your Certificate in Sensory Integration Upcoming Courses in:

London, ON, Canada This is the definitive training course for occupational therapists who want to learn how to administer and interpret the Sensory Integration and Praxis Tests (SIPT). Leading to Certification in Sensory Integration, other benefits of this course sponsored by USC and WPS include: • World-renowned instructors • 120 contact hours of CE credit • Intervention and clinical practice techniques • Demonstrations with real children

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Visit this AOTA Silver Sponsor at Booth 609 OT PRACTICE • APRIL 23, 2012

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

he Middle Class Tax Relief and Job Creation Act of 2012 (H.R. 3630), passed by Congress and signed by the President on February 22, 2012, makes a number of changes to the Medicare Part B outpatient therapy cap landscape for the 2012 calendar year. The law n avoided the scheduled 27.4% cut to the Medicare Physician Fee Schedule; n extended the therapy cap exceptions process through December 31, 2012; n expanded the therapy cap to cover hospital outpatient departments (HOPDs) as of October 1, 2012; n reiterated mandatory use of the KX modifier for claims above the cap; n called for a manual medical review of claims over $3,700; and n set in place rules for the collection of functional data beginning in 2013. AOTA—in coalition with other provider associations—is working with leadership from the Centers for Medicare & Medicaid Services (CMS) on implementing these changes. The 2012 statutory cap for occupational therapy is $1,880, and the combined cap for physical therapy and speech-language pathology is also $1,880. This is an annual per beneficiary cap amount tallied beginning January 1 of each year.

APPLyING THE CAP TO HOPDS The therapy cap applies to all Part B outpatient therapy settings and providers: private practices, skilled nursing facilities, rehabilitation agencies, and comprehensive outpatient reha6

Jennifer Hitchon

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

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

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

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

FUNCTIONAL DATA COLLECTION Occupational therapy documentation should always thoroughly describe the clinical reasoning applied, interventions provided, and the outcomes achieved. Congress has, however, chosen to ask for additional data. Beginning January 1, 2013, CMS will be required to collect additional data on therapy claims related to patient function during the course of therapy in order to better understand patient conditions and outcomes. The use of the word “function” presents opportunities to showcase the results of occupational therapy. AOTA will be working with Medicare to ensure that any additional data collection requirements will be reasonable and will reflect the value of occupational therapy. AOTA will continue to meet with both CMS and our coalition partners in the weeks and months ahead, and we will share information on our Web site as it becomes available. n Jennifer Hitchon, JD, MHA, is AOTA’s regulatory counsel. APRIL 23, 2012 • WWW.AOTA.ORG

PHOTOGRAPH © MARK BOWDEN / ISTOCKPHOTO

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Medicare Part B Outpatient Therapy Cap for 2012

prAcTice perKs

Understanding ICF’s Connection to Occupational Therapy Services Lisa Mahaffey

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For the last few years, I have noticed references to the World Health Organization (WHO) and the International Classification of Functioning, Disability and Health (ICF) in occupational therapy publications. What are these references and what is the connection to occupational therapy services? The WHO was founded in 1945 as part of the creation of the United Nations (UN) and with the primary responsibility of coordinating international efforts related to health. The ICF is a classification system of health and health domains that was developed by the WHO in 2002 in an attempt to quantify disability globally at an individual and population level, and to affect clinical decisions, social policy, and research. According to Imrie, the ICF suggests: Disability is the variation of human functioning caused by one or a combination of the following: the loss of a body part or function (impairment); difficulties an individual may have in executing activities (activity limitation); and/ or problems an individual may experience in involvement in life situations (participation restrictions). (p. 292)1

Thus, the ICF acknowledges that all people at some time in their life will experience a decrease in their health and abilities, making the concept of disability a universal human experience (see also Figure 1). The ICF is congruent with many perspectives in occupational therapy, including concepts outlined in the Occupational Therapy Practice Framework: Domain and Process, 2nd Edition (Framework-II).2 For example, both the ICF and occupational OT PRACTICE • APRIL 23, 2012

Donna Colaianni

Figure 1. Schematic Diagram of the International Classification of Functioning, Disability and Health5 Health Condition (Disorder or Disease)

Body Functions & Structure

Activity

Participation

Environmental Factors

Personal Factors

Contextual Factors

therapy view participation in activities as an important factor in health.2–6 In addition, both the ICF and occupational therapy share a perspective on recovery that goes beyond remediating impairments.2–3 Also, a focus on the interaction between the person and the environment is common to both the ICF and occupational therapy.2–4,7 However, in contrast to occupational therapy perspectives,4 the ICF focuses on an individual’s observed performance to the exclusion of the individual’s subjective experience of meaning within his or her occupations. In addition, the ICF does not address the concepts of self-determination and autonomy, or an individual’s ability to make choices that influence his or her life. In other words, what a person is observed doing is not necessar-

ily what he or she would prefer to do or would choose to do given the opportunity. The ICF’s conceptualization of environmental factors has also been criticized as one dimensional4 when compared with more complex occupational therapy perspectives on the influence of the environments and contexts.2,7 Due to the congruence in concepts within the ICF and occupational therapy, the Framework-II, beginning with its 2002 incarnation, uses terminology similar to the ICF.2,8 Gray has argued that the use of the language is international and that interdisciplinary classification systems such as the ICF: …Can also support the profession of occupational therapy in its struggle with identity and professional recognition, at 7

times spawned by the use of the term “occupation” … [by providing] an opportunity for occupational therapy … to make use of a more global language to describe [practitioners’] expertise, and to link that expertise to concepts more familiar to the larger international health care community. (p. 26)3 Continued use of ICF-related terminology as outlined in the Framework-II in occupational therapy practice can not only promote quality care, but it can also expose occupational therapy to a wider interdisciplinary audience. n

References

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1. Imrie, R. (2004). Demystifying disability: A review of the International Classification of Functioning, Disability and Health. Sociology of Health and Illness, 26, 287–305. 2. American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd ed.). American Journal of Occupational Therapy, 62, 625–683. doi:10.5014/ajot.62.6.625 3. Gray, J. M. (2001). Discussion of the ICIDH-2 in relation to occupational therapy and occupational science. Scandinavian Journal of Occupational Therapy, 8, 19–30. 4. Hemmingsson, H., & Jonsson, H. (2005). The issue is: An occupational perspective on the concept of participation in the International Classification of Functioning, Disability and Health—Some critical remarks. American Journal of Occupational Therapy, 59, 569–576. doi:10.5014/ajot.59.5.569 5. World Health Organization. (2002). International Classification of Functioning, Disability and Health (ICF). Geneva, Switzerland: Author. 6. Wilcock, A. (2003). Making sense of what people do: Historical perspectives. Journal of Occupational Science, 10(1), 4–6. 7. Kielhofner, G. (2002). A Model of Human Occupation: Theory and application (3rd ed.). Baltimore: Lippincott Williams & Wilkins. 8. American Occupational Therapy Association. (2002). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 56, 609–639. doi:10.5014/ajot.56.6.609

Lisa Mahaffey, MS, OTR/L, is an assistant professor in the Occupational Therapy Program at Midwestern University in Downers Grove, Illinois, and a member of AOTA’s Commission on Practice.

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Donna Colaianni, PhD, OTR/L, CHT, is an assistant professor in the Division of Occupational Therapy at West Virginia University in Morgantown and is a member of AOTA’s Commission on Practice.

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APRIL 23, 2012 • WWW.AOTA.ORG

Be an occupational therapy

Help the Profession Thrive Within a Competitive Health Care Market

Occupational Therapy

PAMELA E. TOTO

ILLUSTRATION © ROBERT DALE / SIS

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ccupational therapy practitioners, take note: We, the practitioners, are our own best advocates for the profession, which for some years now has been fighting for recognition and reimbursement within a crowded, competitive health market. In an era when comic book plotlines dominate television and movies, the everyday individual–turned-superhero metaphor may be apt. Within each practitioner lies special advocacy powers that, combined with even the smallest efforts of others, can be a strong force for success. The need for wider appreciation and understanding of our profession has long existed. In 1996, L. Kathleen Barker from Bayville, New Jersey, OT PRACTICE • APRIL 23, 2012

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

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

THREATS TO OCCUPATIONAL THERAPy PRACTICE The United States is on a trajectory to be in debt more than $16 trillion through the 2012 fiscal year.1 Health care costs are a primary contributor to this projected deficit. Advances in medical technology afford us the opportunity to live longer, but private and public health insurance providers are burdened with the associated costs of both acute and chronic care. As a result, there is an intensifying scrutiny on health care providers to reduce waste, excess, and duplication of services. Shrinking reimbursement 9

Figure 1. Occupational Therapy Toolkit Tangible Resources • Handouts defining occupational therapy • Goal sheets for clients that link intervention and participation • Evidence briefs . Abstracts . Electronic references • Giveaways . Pencils and pens . Jar openers . Adaptive equipment catalogs Intangible (Mental) Resources • Short and long definitions of occupational therapy • Evidence bytes • Real life examples • A position on the role and scope of occupational therapy RepRinted fRom OT Week, July 25, 1996, page 58

sources have already affected occupational therapy practice in the form of arbitrary limits for service coverage, authorization requirements for equipment, and the need for additional documentation to provide care. In practice settings where reimbursement is shared among a health care team, occupational therapy may be in direct competition with nursing and other rehabilitation providers for reimbursement funds. For many years, occupational therapy practitioners were afforded the luxury of being the only health providers with a primary interest in activities of daily living (ADLs). Today’s health care system, however, mandates a focus on participation as a key indicator of successful intervention. Consequently, ADLs have suddenly become a buzz phrase understood and used by a multitude of health providers, reimbursement sources, and consumers. ADL deficits no longer generate an automatic referral for occupational therapy services. In addition to the numerous potential definitions for the word occupation, the fact that occupational therapy 10

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

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

not reflect the unique, skilled services of occupational therapy. Accepting the status quo, going along with the majority, or simply doing nothing seems the path of least resistance. However, when such actions result in a direct, negative impact to occupational therapy service delivery, offering a protest at that time is a necessity. Another error in self-advocacy for occupational therapy practitioners relates to underselling the value of our services. Because so much of our skill set is displayed through tacit knowledge, outside observers and even occupational therapy practitioners themselves will often erroneously attribute clinical decisions to “common sense.” For those practitioners who fail to recognize the skilled, critical thinking that has guided their actions, they are also then unlikely to share the evidence and knowledge in their verbal and written communication that supports their choice of skilled intervention. Recognizing and being able to articulate an evidence-based rationale for clinical decisions is a necessary skill for occupational therapy practitioners who are part of an interdisciplinary APRIL 23, 2012 • WWW.AOTA.ORG

team. Without this skill, occupational therapy practitioners may inadvertently find themselves in the position of frequently deferring clinical judgment to other disciplines for critical client decisions such as falls risk, educational aptitude, or the potential to return to community living. Occupational therapy practitioners are taught to be team players and to feel comfortable working in groups. Although this is a positive skill, it may at least partially explain why occupational therapy practitioners sometimes defer leadership opportunities. Being another “face in the crowd” may be a comfortable position, but avoiding the limelight does have its consequences. When occupational therapy is represented by other disciplines on key decisions, there is a risk that the final outcome will provide the greatest benefit to those who were present and part of the decisionmaking process. Occupational therapy practitioners will frequently refer to “they” in reference to occupational therapy professional associations and host an expectation that someone else is advocating for their best interests, but there are no secret superheroes for the profession. “We” are the Association. Advocacy begins with the person in your mirror.

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Share Your Story

OTA has launched a new initiative to gather stories from clients who want to share the positive experiences they have had with occupational therapy. We will use these stories as testimonials on our Web site and to help promote the profession in other venues. Submissions should be no longer than 250 words, and should include the person’s name and contact information. We will work with submitters on editing their stories if necessary, and we are happy to interview those clients who are not comfortable writing. Please encourage your clients and patients to share their stories by contacting Communications Director Laura Collins at [email protected] with a finished piece or a request for an interview.

Clients who have benefited from occupational

therapy services can easily become our biggest allies, but engaging them in the advocacy process first requires preparing them for this role.

STRATEGIES FOR PREvAILING If the picture that’s been painted by the threats to our profession and the common errors in advocacy seem grim, then take heart. The good news is that we already have the tools to both survive and to thrive as occupational therapy practitioners. In any dire situation, those who survive are usually those who are the most prepared. To effectively advocate for occupational therapy, we must make an effort to organize our skills for success. The first step to success is to begin to “own” our identity. The Web site www.all-acronymsc.com lists 149 meanings for OT. In addition to the term occupational therapy, off topic, Old Testament, and overtime are just a few of the most popular meanings. Owning an identity first requires assurance that you actually have an identity. Thus, taking effort to use the term occupational OT PRACTICE • APRIL 23, 2012

therapy and to avoid the “OT” shortcut is critical for recognition. Names matter. Whether you are working with a client, introducing yourself to an administrator, or sharing a coffee with a neighbor, call yourself by your professional title. Nametags and business cards are simple props that easily allow you to share your professional identity. If a client or colleague confuses you with a different discipline, politely correct him or her to ensure that you are recognized as an occupational therapist or occupational therapy assistant. Once you appropriately identify yourself, the next step typically requires defining what you do. Describing occupational therapy can be a formidable task. Consider the following “Do’s & Don’ts”: n DO prepare an “elevator” definition (brief, 20 seconds) that is limited to

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one or two sentences. Consider your audience in determining what areas of practice to emphasize. DO prepare an “unabridged” definition (2 minutes maximum) that explains the purpose and role of occupational therapy. Avoid describing only one treatment population or area of practice. Use examples and choose words and phrases that your audience will understand. DON’T be too narrow in focus when defining occupational therapy. DON’T describe occupational therapy by relating how it is different from another profession. DON’T use too much technical jargon in your description (for example, who knows what “doffing” socks is outside of occupational therapy?). DON’T be too wordy—Make your point! 11

They say it takes a village to raise a therapy. Consider filling the toolkit f O r M O r e i N f O r M AT i O N child, and so it’s no surprise that it will with both tangible and intangible take an army of occupational therapy resources. Handouts, giveaways, and COOL: Leadership and volunteer Opportunities promoters to keep the profession goal sheets are low-cost items that can www.aota.org/governance/leadership thriving. Clients who have benefited promote occupational therapy while Fact Sheets on the Role of OT from occupational therapy services reinforcing the link between our title www.aota.org/factsheets can easily become our biggest allies in and our services. Mentally preparing an this process, but engaging them in the elevator definition and keeping current Resources for Clients and Patients www.aota.org/tipsheets advocacy process first requires preparwith evidence “bytes” supporting the ing them for this role. For clients to efficacy of occupational therapy will Want To Do Advocacy? be advocates, it must be clear to them provide you with an arsenal of informaThere’s Something for Everyone www.aota.org/practitioners/advocacy/how-to that occupational therapy, specifically, tion when a sudden opportunity for was the service that enabled them to advocacy arises. Once your toolkit is AOTA CEonCD™: Let’s Think Big About Wellness reach their goals. Clients who may assembled, the final step is to be sure By W. Dunn, 2011. Bethesda, MD: American Occupational Therapy Association. (Earn .25 AOTA serve as future occupational therapy to use it! Set goals for yourself and/or CEU [3.13 NBCOT PDUs/2.5 contact hours]. advocates should also be able to conyour occupational therapy team to use $68 for members, $97 for nonmembers. nect the dots between the occupational specific strategies or to reach specific To order, call toll free 877-404-AOTA or shop online at http://store.aota.org/view/?SKU=4879. therapy intervention and its impact on populations to increase occupational Order #4879. Promo code MI) their ability to participate in their daily therapy awareness. Just like checklives. Lastly, clients may need to be ing your smoke detector batteries empowered to spread the word about or changing the oil in your car, make the benefits realized through occupathe effort to regularly review your CONNECTIONS tional therapy. If they are not aware resources, updating, modifying, or addof the threats to occupational therapy ing to your collection as the health care Discuss this and other articles on services, it might not industry, reimbursement trends, or the OT Practice Magazine public forum occur to them that even your practice setting changes. at http://www.OTConnections.org. we need their vocal Those who have realized support. the benefits of occupational Recruiting clients to therapy services frequently serve as occupational describe their occupational therapy advocates is an therapy providers as angels Once your toolkit is assembled, the final easy task when clinior magicians. There is no step is to be sure to use it! Set goals to cians employ a consistent mystery behind the potential practice approach that impact of the services we use specific strategies or to reach specific appropriately represents offer, and there is no trick to populations to increase occupational the domain of occupational helping occupational therapy therapy. As an occupabecome a widely recognized, therapy awareness. tional therapy practitioner, desired health care service. there should be a visible Advocacy is the key, and it pattern to your assessbegins with us. n their strengths to seek opportunities ments, to the services you provide, that match their talents. For example, and to the techniques you employ. Reference 1. U.S. Government Debt. (2012). Recent U.S. fedsomeone with great organizational Using an occupation-based approach to eral debt numbers. Retrieved from http://www. skills may prepare an occupational service delivery is a prime example. A usgovernmentdebt.us/index.php therapy booth for a community health consistent focus on occupation allows fair, whereas someone with strong clients, caregivers, and other health Pamela E. Toto, PhD, OTR/L, BCG, FAOT, is an assisspeaking abilities may volunteer for care providers to readily recognize and tant professor in the Department of Occupational career day at a local high school. Every consequently understand the benefits Therapy at the University of Pittsburgh. She has occupational therapy practitioner must that occupational therapy provides. more than 22 years of clinical experience, primarily consider an active role, adopting the If clients are going to be recruited working with older adults, and has held a variety of goal to have a voice and be heard. to serve in the infantry for this army of occupational therapy leadership roles at the state occupational therapy advocates, pracand national levels. Most recently, Toto was elected titioners must be willing to enlist as to AOTA’s Board of Directors. This article was NEXT STEPS the leading officers. Leadership comes adapted from a short course presented at the 2011 Armed with this information, the next in many packages, ranging from active Annual AOTA Conference & Expo. step to becoming an effective advo“leaders” to active “doers.” Not every cate is to create your own advocacy occupational therapy practitioner is “toolkit” (see Figure 1 on p. 10). This suited for every leadership role, so it is toolkit will allow you easy access to important that practitioners recognize resources that promote occupational 12

APRIL 23, 2012 • WWW.AOTA.ORG

Connecting to

Clinicians ANDREW WAITE

The Practical Benefits of Occupational Therapy Research

ILLUSTRATION © IMAGEZOO

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esearch used to intimidate Jeanne Riggs, OTR, CHT. A hand therapist at a clinic at the University of Michigan, in Ann Arbor, Riggs always had an interest in reading journals, but she could never quite connect to the data cited or the methods used. They seemed almost a step removed from her work as clinician. Then she got connected to the Practice-Oriented Research Training Program (PORT), led by Susan Murphy, ScD, OTR, assistant professor in the Physical Medicine and Rehabilitation Department at the University of Michigan and a research health science specialist at VA Ann Arbor Health Care System. Though Murphy is also an occupational therapist, she is a researcher— what some clinicians see as being on the opposite side of the profession’s spectrum. Murphy doesn’t think of the profession in that way, which in part is what OT PRACTICE • APRIL 23, 2012

Academicians note the reciprocal and mutually rewarding relationship between academic theory and clinical practice. led her to develop PORT. The program helps clinicians engage in research, helping them overcome common barriers, by providing them with knowledge and resources using a mentor and teambased approach to clinical research. Clinicians receive training in research fundamentals and learn the steps to develop their own research studies.1 When entering PORT, which more than 60 clinicians have completed in the program’s 5 years, participants are required to come up with a question that has arisen during their clinical experiences. “Clinicians have burning questions. Actually, what makes it so nice in this program is that they often have better

research questions than researchers do,” Murphy explains. “Their questions are very contextual and specific to their practice. And they want to know what works and what doesn’t work.” Riggs’ research question was extremely practical. She is a splinting specialist and has taken continuing education to learn dynamic forms of splinting, even visiting the Mayo Clinic to learn from therapists working with joint replacement patients with dynamic splinting. The problem is, not all occupational therapists are splinting specialists, and when patients receive a dynamic splint at a place like Mayo and return to their hometowns, to their local therapists, many of those therapists are not 13

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ILLUSTRATION © IMAGEZOO

more critical as the profession moves that they are supposed to go and carry able to adequately work with the splint. toward evidence-based practice. out what the latest evidence dictates, Static splints, on the other hand, are Fortunately, those in academia are not and that’s the way it’s supposed to be,” more universally understood. Anecdotperched high in their towers looksays Steve Taff, PhD, OTR/L, associate ally, Riggs had heard that static splints ing down on practitioners. Not only director of professional programs at were just as effective as dynamic splints do many academicians cherish their Washington University in St. Louis. despite being less expensive. Riggs clinical experiences, but they also rely But perception and reality are not wanted to find out if these anecdotal on those experiences to assist them in identical. reports were accurate, and if so, encourtheir teaching jobs. Those in academia “In my mind, it is not simply a one age the use of static splints to make also understand that if the profession directional flow. It’s a reciprocal relationthings easier and cheaper for everyone. is going to move forward, it will be by ship. I think the theory, science, and In PORT, Riggs learned how to connecting to clinicians rather than by research that come out of academia conduct her study. Her own clients ignoring them. can—and should—inform practice, but served as her subjects––she gathered the reverse is [also] true. Practitioner data on measurable outcomes pre- and experience can be critical to re-frame post-operatively and compared results PURSUING NEW CHALLENGES what evidence means in the everyday of patients who received static splints to Kathy Sessler, MSHS, OTR/L, national lives of people, and can be extremely those who received dynamic splinting dean of Occupational Therapy Studies valuable, especially in studies more following joint replacement. She found at Remington College in Florida, wanted translational in nature.” Taff says. that the anecdotal claims were supto be an occupational therapist since The connection between academia ported––using dynamic splints provided she was a young girl. And her reasons and clinical settings has become even no real advantage to the more basic are not unlike those of many who enter option. Riggs’ research the profession. was even published in the “It actually came about when I July-September 2011 issue was in the sixth or seventh grade. “I think the theory, science, and research that come out of the Journal of Hand My grandmother, who had diabeof academia can—and should—inform practice, but the Therapy.2 tes, ended up getting gangrene in reverse is [also] true. Practitioner experience can be critical one of her toes and had to have Now, because of Riggs’ a below-the-knee amputation. first-hand experience in the to re-frame what evidence means in the everyday lives of I helped her. I was real close to world of research, she has people, and can be extremely valuable.” her because she lived next door a much better grasp of that to me, so I helped her learn how part of the profession, and to put on her prosthesis and use she sees how it can directly the walker for getting around benefit clinicians. the house,” Sessler recalls of her “I am less intimidated experience falling in love with carby it now,” Riggs says. “It’s ing for others. such a process, all the steps “Then, after I graduated from to getting a paper pubhigh school, I went to an orientalished, and I never imagtion day at the Medical College ined how many steps there of Georgia, and that’s where they were, but I definitely appretold me about OT, and I said that’s ciate research now. I feel even more cool [than physical better able to read journals therapy]. Because it seemed to fit with an educated eye and my personality more. I am an arts understand how and why person, more creative, and OT is [research] is conducted.” more looking at the whole person The Michigan program and not just the physical part. and its ability to combine That’s what perked my interest, the academic and clinical and I just went for the OT.” worlds seems to run counAfter more than 15 years in ter to a common belief the clinic, Sessler decided to that academia and practice enter academia to pursue new don’t typically mesh. challenges. “The traditional view is Rachelle Dorne, EdD, OTR/L, that information flows from Master of Occupational Therapy the ivory tower of academia Entry-Level program director at down from research to Nova Southeastern University in schools, and then to pracFlorida, also left a clinical career tice. That attitude tends to for academia. But that doesn’t be inculcated in students;

mean she abandoned practice. Far from it. “I don’t feel like I have left OT in any way. At this stage in the game, my best role is to inspire younger potential therapists about the value of occupationcentered and client-centered therapy and looking at culture,” Dorne says. “I am very interested in delivering individuals culturally sensitive and appropriate care, and really just melding young practitioners as opposed to delivering direct care all the time. I feel like I can have greater impact [as an educator].” Taff, too, sees how academia is not too far separated from practice. “When I first left practice [first in management and now in academia] my concern was that I would miss being a clinician; that I wasn’t going to have the kind of clinical career I envisioned. But what I realized quickly is that you can never be totally removed, because in order to make sound curricular decisions and offer faculty professional development opportunities that inform their teaching and research, you can’t be distanced from clinical practice; you just can’t. If you are, you would be doing [students] a disservice,” says Taff. Clinicians who enter academia even find similar satisfaction between teaching students and treating clients. “When you are teaching and you see that spark in their eyes like, ‘Oh, I got it,’ that just makes you feel really good— like you’re making a difference,” Sessler says. “It’s pretty much the same kind of thing in the clinic, because you see a patient do something that you have been working on and finally: ‘Oh they picked up that cup. That’s great; they finally did it. We have been working on it for so long, and now they can do it.’”

STRIKING A BALANCE Many academic programs have a philosophy geared toward blending the theory of academia with the practicality of the clinic. Terry Peralta-Catipon, PhD, OTR/L, program director of the Master of Science in Occupational Therapy at California State University Dominguez Hills, designed a curriculum that teaches students why they are doing something without losing sight of how to actually do it. OT PRACTICE • APRIL 23, 2012

f O r M O r e i N f O r M AT i O N AOTA’s Evidence-Based Practice and Research Resources www.aota.org/educate/research Evaluation: Obtaining and Interpreting Data, 3rd Edition By J. Hinojosa, P. Kramer, & P. Crist, 2010. Bethesda, MD: AOTA Press. ($59 for members, $84 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store. aota.org/view/?SKU=1174C. Order #1174C. Promo code MI) The Reference Manual of the Official Documents of the American Occupational Therapy Association, Inc., 16th Edition By American Occupational Therapy Association, 2011. Bethesda, MD: AOTA Press. ($55 for members, $78 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store.aota.org/view/?SKU=1585. Order #1585. Promo code MI) Occupational Therapy Assessment Tools: An Annotated Index 3rd Edition By I. E. Asher, 2007. Bethesda, MD: AOTA Press. ($65 for members, $89 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store.aota.org/view/?SKU=1020A. Order #1020A. Promo code MI)

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

“My philosophy is that we want to strike a balance between theory and practice, because we don’t want it to be too theoretical, although we have a lot of theory. We also don’t want it to be too practical or a medical model, although we have that as well. We want to strike a balance, and have multiple opportunities to experience and apply them,” Peralta-Catipon says. “So I hire faculty who are full-time clinicians and full-time academicians or someone embedded in theory. As the program director, I think it’s key to hire people with teaching styles that blend it all together.” The University of Minnesota’s Program in Occupational Therapy in Minneapolis also seeks staff who have a foot in both worlds, says director Peggy Martin, PhD, OTR/L. “Half of our PhD-level faculty are involved in some sort of clinical practice. I encourage it, and we support the involvement with clinical settings,” Martin says. “Part of the faculty’s purpose in

their involvement with clinical settings is to have more practically based research agendas and also to develop more fieldwork opportunities.” As a result, University of Minnesota students are involved with CarFit programs, are co-investigators on research, and have continued clinical connections after they graduate. At Nova Southeastern University, leaders want faculty with clinical experience because students seem to connect to them more easily. “We have to consciously pick people who are going to have ‘cred’ with the community as well as with the students. Because we know that if we don’t get out in the community, the students are going to say ‘you guys aren’t real therapists,’” Dorne says. To stay connected, Nova Southeastern’s faculty are involved in health fairs and medical missions, where they perform screenings on children, adults, and older adults in south Florida and Jamaica as part of an interprofessional health care unit. Faculty also supervise students at local clinics and at the oncampus school for children with autism. Meanwhile, Washington University hosts an annual scholarship day in which master’s and doctoral students present their work to the community and conduct open forums, allowing local clinicians to ask questions of the research and dialogue with students, Taff says. The Washington University occupational therapy program is constantly trying to build bridges between academia and practice. “We have clinicians who come in as guest lecturers and lab instructors. We have clinicians who sometimes act as co-instructors with our faculty,” Taff says. “That’s one way of getting clinical experience back into the classroom. We also establish relationships with fieldwork sites, and what feedback we get from our fieldwork educators we try to incorporate in our classes. They tell us, ‘Here’s something that your students are struggling with in actual practice. They have the knowledge, but they are not integrating it well enough.’ And those are practicing, experienced clinicians giving us their viewpoint about what we teach and how it actually works in practice.” 15

EvIDENCE-BASED PRACTICE Taff notes that as “OT is becoming more scientific and more evidence driven, more evidence based, the easy assumption to make is that the gap between academia and practice is going to widen even further.” But he dismisses that notion. “I don’t agree with that because I think now, more than ever before, it’s not just in academia that we are concerned with evidence-based practice. I know clinicians are, too. We all understand the necessities of measureable and evidenced outcomes as well as some of the extraneous factors that affect us realistically, like reimbursement.” That’s why Murphy’s PORT program is such a great example. It demonstrates that giving clinicians and academicians a glimpse into each other’s worlds will bolster the quality of services occupational therapy can provide. “If clinicians are engaged in research and observe how research answers their questions and improves their clients’ outcomes, they may be more likely to

incorporate research into their clinical reasoning and client discussions. Ideally, funding for research would address these critical knowledge gaps,” Murphy co-writes in the American Journal of Occupational Therapy (pp. 167–168).3 The proof of PORT’s effectiveness can be seen in how each “side” seems to embrace the value of collaboration. Riggs, the hand therapist who completed PORT, knows how research and academia can improve her profession. “I feel like in our role as therapists, we really need that proof that what we’re doing is valid and proven in the literature. I think patients appreciate that what we’re doing is proven.” Martin, who spent more than 20 years in practice before switching into academia and research, says she knows from her own research how practice shapes effective studies. “It’s the questions. I think I was able to bring a different level of background to this whole system that was looking at, ‘How do we go about approaching services for kids with disabilities and how do we evaluate

their effectiveness?’ I was able to bring a whole different sense of understanding about what everyday life was like for those families who had children with these disabilities because I spent so many years with them in practice. “We are only as good as our practitioners who can step with us,” she says. “If our goal is to impact practice, and we are putting research out there that doesn’t really impact practice because clinicians don’t read it or understand it, then we are not meeting our goal.” n References

1. Murphy, L., Kalpakjian, C., Mullan, P., & Clauw, D. (2010). Development and evaluation of the University of Michigan’s Practice-Oriented Research Training (PORT) Program. American Journal of Occupational Therapy, 64, 796–803. doi:10.5014/ ajot.2010.08161 2. Riggs, J., Lyden, A., Chung, K., & Murphy, L. (2011). Static versus dynamic splinting for proxima interphalangeal joint pyrocarbon implant arthroplasty: A comparison of current and historical cohorts. Journal of Hand Therapy, 24, 231–239. 3. Lin, S., Murphy, S., & Robinson, J. (2010). Facilitating evidence-based practice: Process, strategies, and resources. American Journal of Occupational Therapy, 64, 164–171. doi:10.5014/ajot.64.1.164 Andrew Waite is the associate editor of OT Practice.

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Visit us at Booth 711 APRIL 23, 2012 • WWW.AOTA.ORG

2012 2012 ANNuAL AnnuAlcONfereNce ConferenCe expo &&expO 2012 April 26–29 April 26–29 indiAnApolis, indiAnApolis, inin

AnnuAl ConferenCe April 26–29 & expo indiAnApolis, in

Welcome to Indianapolis!

PHOTOS OF INDIANAPOLIS COURTESY OF THE INDIANAPOLIS CONVENTION & VISITORS ASSOCIATION

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science science innovation innovation evidence evidence

t AOTA’s 92nd Annual Conference & Expo, we will together celebrate occupational therapy, share cutting-edge knowledge and experiences with our professional community, and rekindle old friendships and forge new ones. Believe it or not, we can count on one hand the number of years remaining until 2017, when occupational therapy turns 100 years old. For nearly a decade, AOTA has been strategically developing and enacting our Centennial Vision on many fronts as ways of ultimately enhancing occupational therapy’s influence on human health and society. Conference is where all the victories we have earned during the past year— both on individual and collective levels—truly come alive. As an extension of the Centennial Vision, in 2010 I launched my idea for putOT PRACTICE • APRIL 23, 2012

ting Occupational Therapy in High Definition. For the last 2 years, “OT in HD” has sought to empower all of us—researchers, practitioners, administrators, and students alike—with the requisite attitude for fulfilling the Centennial Vision. Yet while a revamped attitude is indeed necessary for achieving our vision, it is by no means sufficient. Evidence, as it takes shape in both scientific research and everyday clinical practice, is and will be as equally important as attitude. Becoming and being grounded in scientific evidence—and the authority and power that it garners in turn—will be critical throughout our journey to 2017 and beyond. Please attend my annual address at Conference to learn more about how we can look through the dual lenses of attitude and evidence to start seeing Occupational Therapy in High Definition—Three Dimension. See you in Indy! Florence Clark, PhD, OTR/L, FAOTA, AOTA President

in the ever-changing in the ever-changing health care environment health care environment

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Read the Conference blog for coverage and updates before and during the Conference, to link to Conference videos, and more, at http:// otconnections.org/blogs/ conference Use the Twitter hashtag #AOTA12 (end your tweets with “#AOTA2012” to follow and contribute to all Tweets related to the Conference): www.aota.org/twitter Friend AOTA and follow Facebook updates: www.aota.org/ facebook Questions? Go to the Information Booth in the Registration area, visit the Member Resource Center

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

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Member Ribbons Fact Sheets Membership and Benefit Information Cyber Café Internet Connection Board and Specialty Certification Kiosk Advocacy Updates OT Perspective on Health Care Reform OT Brand Information and Materials Free Take-Home Items Daily Prize Drawings continued on page 20

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

Platinum Level Conference Tote Bag

Booth 600

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Booth 227

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Booth 814

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Annual Awards & Recognition Ceremony and Reception

APRIL 23, 2012 • WWW.AOTA.ORG

To all Thank you for your generous support!

Silver Level SIS Network Reception

Transportation Zone

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Booth 124 Booth 524

Poster Sessions

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Bronze Level ASAP Reception

Food and Drink Station

Cyber Café

Affiniscape Inc.

Shepherd Center

Boston University

Miami Valley Hospital

Booth 901

Booth 633

Casamba, Inc.

University of Southern California

Booth 1330

Booth 1032

Audio Visual Mary Washington Healthcare

Tech Day

Touro College

Booth 626

Quinnipiac University

Chatham University Booth 25

Touro University Nevada PR-196

OT PRACTICE • APRIL 23, 2012

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AOTA Press and AOTA CE at AOTA Marketplace

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eet the authors and purchase copies of many your favorite AOTA Press publications and AOTA CE products, including new items on cognition, mental health, productive aging, home modification, driving, and writing. Test drive AJOT Online at HighWire, and preview new CE on falls prevention, autism, and management. Get your OT Month gear!

OT Practice Photo Booth

Meet the Editors and Get a “Cover” Photo

Expo Hall

Special Events

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

Thursday, April 26: 5:30 pm to 9:00 pm (unopposed) Friday, April 27: 11:00 am to 5:30 pm (unopposed 12:00 pm to 2:00 pm) Saturday, April 28: 9:30 am to 2:30 pm (unopposed 11:45 am to 1:45 pm)

Wednesday, April 25

D

Keynote Q&A Joseph F. Coughlin, PhD, director of AgeLab at the Massachusetts Institute of Technology, will deliver the keynote address at Conference. AgeLab is the first multi-disciplinary research program created to understand the behavior of the aging population, the role of technology, and the opportunity for innovations to improve the quality of life of older adults and their families. Coughlin recently spoke with OT Practice associate editor Andrew Waite. Waite: If members take one thing away from your keynote speech, what do you want it to be? Coughlin: The aging of the population is going to be a great opportunity, but it’s not going to be an opportunity based upon the story of more. What we have to think about is not just more older adults who need the services. It is more older adults who expect new, better, and engaged services. So I think this is a great opportunity for a growing market place, but it’s also a time for the OT professional to think how they can reengineer their profession to be ready for that next generation of old. Waite: Do you have any examples of working with OTs? Coughlin: I think about OT in the home. Your kitchen becomes an extreme sport because as you age it is almost impossible for you to do the things you always did, like cutting vegetables, for example. I really do believe that OT is positioned correctly as a way of not just addressing injury or just natural declines in aging, but as a way of staying well, and that’s vital. Waite: Technology is a huge piece of AgeLab. How can OT practitioners relate? Coughlin: OT [practitioners] need to think of technology in a [few] ways. First, what are the new devices and tools that will help them with their craft to engage the user in safe yet effective ways of building back what disease, accidents, and age may have taken away? Second, how do [they] creatively use technology to engage people to do the exercises? Third, and this is the little bit of a reach, the OT professional is trained to be quite literally hands on. In a world where the aging population is increasingly rural, increasingly distant, how do we use technology to enable an OT to provide tele-occupational therapy support to rural places? For more on Coughlin’s insights, visit www.disruptivedemographics.com.

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2012 Conference Schedule at a Glance

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

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

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

Doctoral Network Reception and Annual Meeting (6:30 pm to 9:30 pm). The panel will provide helpful ideas on all the issues involved with pursuing a doctoral degree, including the rewards and realities of study, qualities to look for in a doctoral program, the mentoring process, staying on track through the process, and achieving career goals. Informal roundtable mentoring sessions will begin at 6:30 pm, followed by the formal reception and meeting at 7:30 pm. $30 per person. Includes refreshments.

Thursday, April 26 First-Timer’s Orientation (7:15 am to 7:45 am). Get the tips you need to make the most out of your first AOTA Annual Conference & Expo during this fastpaced, 30-minute presentation. International Breakfast (7:30 am to 9:00 am). This presentation, featuring Sharon Brintnell, will highlight the key elements of the World Report on Disability and align its principles and recommendations with the World Federation of Occupational Therapy’s position on occupational justice and human rights. $35 per person. Includes breakfast. Welcome Ceremony and Keynote Address by Joseph Coughlin (4:00 pm to 5:30 pm). Hear about the outcomes and expectations of Coughlin’s research and the translation of research into practical application for occupational therapy and aging clients.

APRIL 23, 2012 • WWW.AOTA.ORG

2012 AOTA & AOTF Award Recipients Expo Grand Opening and Reception (5:30 pm to 9:00 pm). Join us in the Expo Hall and socialize with colleagues, enjoy free hors d’oeuvres and drinks from a cash bar, meet AOTA leaders and staff, and explore hundreds of great exhibits. Included with Conference registration. Students Un-Conferenced (8:30 pm to 10:30 pm). Networking opportunity exclusively for students. Includes cash bar and entertainment. Open to all registered student attendees. Name badge required.

Friday, April 27 18th Annual AOTF Breakfast With a Scholar, featuring Lex Frieden (7:30 am to 9:00 am). Frieden will reflect on the implementation and aftermath of the Americans With Disabilities Act. $50 per person. Includes breakfast. Proceeds help support AOTF research, scholarship, and leadership programs. Presidential Address by Florence Clark (11:15 am to 12:00 pm). Clark will address members on her vision of a profession devoted to evidence-based practice. Included with Conference registration. 2012 AOTF Research Colloquium, featuring moderator Lisa Tabor Connor (2:00 pm to 5:00 pm). The perfect follow to a Presidential Address on evidencebased practice, the Colloquium will focus on the current state of evidence for cognitive assessments and interventions, what needs to be done from a research perspective, and how to implement what is known

OT PRACTICE • APRIL 23, 2012

into clinical practice. $35 per person. Includes refreshments. Town Hall Meeting: Centennial vision Progress and Issues Facing the Profession, with AOTA Leaders (2:00 pm to 3:00 pm). Take advantage of this excellent opportunity to ask questions, share perspectives, and contribute ideas about the road we must take now and beyond occupational therapy’s Centennial anniversary in 2017. Included in Conference registration. Centennial vision Session, with virginia Stoffel (3:30 pm to 5:00 pm). Grassroots efforts in having a strong voice in public policy and legislation, interprofessional research using technology to solve everyday life challenges, and building a Centennial culture across all practitioners and organizations will provide concrete and inspiring models that can be replicated across the country. Don’t miss your chance to learn more. Included with Conference registration. Eleanor Clarke Slagle Lecture, with Karen Jacobs (5:15 pm to 6:30 pm). Learn how to successfully promote the profession with a commitment to communicate our value through words, images, and actions. Included with Conference registration. 2012 AOTF Gala (8:00 pm to 11:00 pm). Feast on sumptuous food and enjoy connecting with friends and colleagues before the Dancing With the Stars (Indy-Style) competition. $115 per person; $45 per student. continued on page 22

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wards Ceremony to be held on Saturday, April 28, from 5:30 pm to 6:30 pm at CC Exhibit Halls FG, followed by a reception (tickets $35 per person) at JW White River Ballroom B-D that includes hors d’oeuvres and cash bar.

Health Advocate Award Award of Merit

Paula Kramer, PhD, OTR, FAOTA

Christopher Callahan, MD, FACP Jeffrey L. Tomlinson, OTR, CSW, FAOTA

Eleanor Clarke Slagle Lectureship Award

Certificate of Appreciation

Roster of Fellows

Cordelia Myers Writer’s Award

Glen Gillen, EdD, OTR, FAOTA

Jeanine Beasley, EdD, OTR, CHT Salvador Bondoc, OTD, OTR/L, BCPR, CHT Gerry Conti, PhD, OTR/L Leslie Freeman Davidson, PhD, OTR/L Carole Dennis, ScD, OTR/L Gail Fisher, MPA, OTR/L Catherine Gardner, MPA, OT Kristine Haertl, PhD, OTR/L E. Adel Herge, OTD, OTR/L Amy Lamb, OTD, BS, OTR/L James Lenker, PhD, OTR/L Teresa A. May-Benson, ScD, OTR/L Nancy Vandewiele Milligan, PhD, OTR/L Janet M. Powell, PhD, OTR/L Tammy Richmond, MS, OTR/L Cynthia “Cyndy” Robinson, MS, OT/L Laura Schluter Strickland, EdD, OTR/L, CLT Margaret Swarbrick, PhD, OTR Eve A. Taylor, PhD, OTR/L Debra Tupe, PhD, MPH, MS, OTR/L Jennifer L. Womack, MA, MS, OTR/L, SCDCM

Roster of Honors Award Jeanne M. Rehr, BA, COTA/L

Recognition of Achievement Award

Virginia and Roland Dykes David D. Gale, PhD, FASAHP

Elizabeth A. Barstow, MS, OTR/L, SCLV

Jeanette Bair Writer’s Award

Cynthia Lau, PhD, OTR/L, BCP

Special Interest Section Quarterly Writer’s Award

Leonard N. Matheson, PhD, CRC, CVE Matthew B. Dodson, OTD, OTR/L Timothy J. Wolf, OTD, MSCI, OTR/L

Academy of Research

Anita Bundy, ScD, OTR, FAOTA Sherrilene Classen, PhD, MPH, OTR/L Dorothy Farrar Edwards, PhD Annette Majnemer, PhD, OT(C), FCAOT

AOTF/Patterson Award for Community Volunteerism

Evelyn Jaffe, MPA, OTR/L, FAOTA

A. Jean Ayres Award

Shelley E. Mulligan, PhD, OTR/L Grace Baranek, PhD, OTR/L, FAOTA

Coralie “Corky” Glantz, OT/L, BCG, FAOTA Nancy Z. Richman, OTR/L, FAOTA Jodie K. Williams, OTR/L, MHA

AOTF Service Commendation

Lindy Boggs Award

Jane Case-Smith, EdD, OTR/L, FAOTA

Pamela Sue Roberts, PhD, OTR/L, SCFES, CPHQ, FAOTA

Nancy Snyder, MS, OTR/L

Certificate of Appreciation

AOTF Meritorious Service Award Melissa Oliver, MS, OTR/L

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Saturday, April 28

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

Plenary Session with Robinette J. Amaker (11:15 am to 12:00 pm). This session will enlighten you on changes in U.S. Army occupational therapy, including developments in behavioral health, mild traumatic brain injury, amputee rehabilitation, and polytrauma. Included with Conference registration.

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

AOTA’s 92nd Annual Business Meeting (12:15 pm to 1:15 pm). Learn about the Association’s progress toward the Centennial Vision and how you can become involved in our continued progress. Included with Conference registration.

Annual Awards & Recognition Ceremony (5:30 pm to 6:30 pm). Join friends, family, and colleagues as we gather to pay tribute to those whose achievements have enriched the field of occupational therapy. Open to the public. Annual Awards & Recognition Reception (6:45 to 7:45). Join the recipients in celebrating with an evening of mingling and sharing of good wishes. $35 per person. Includes hors d’oeuvres and cash bar. Tech Day. Attend one or all three highly popular Tech Day sessions to experience interactive exploration of high- and low-tech products that enhance client participation in occupations across the lifespan. Due to the popularity of Tech Day, look for a new room layout and

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

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

AOTA

93rd annual conference & expo

 in 

San diego cAlifOrniA april 25–28, 2013 AC-114

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APRIL 23, 2012 • WWW.AOTA.ORG

DOWNTOWN INDIANAPOLIS

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Restaurants

SUPErBOWL 2012

NEARBY RESTAURANTS 1 14 West: Contemporary,

14 W. Maryland St., 636-1414, $$$$ 2 Adobo Grill: Mexican,

110 E. Washington St., 822-9990, $$ 3 Ambrosia: Italian,

15 E. Maryland St., 635-3096, $$$ 4 Barcelona Tapas: Spanish,

201 N. Delaware St., 638-8272, $$ 5 Bazbeaux: Pizza,

333 Massachusetts Ave., 636-7662, $$ 6 Bella vita Ristorante: Italian,

49 W. Maryland St., 822-9840, $$$ 7 Bourbon Street Distillery: Cajun,

361 Indiana Ave., 636-3316, $ 8 Buca di Beppo: Italian, 35 N. Illinois Street, 632-2822, $$$ 9 California Pizza Kitchen: Contem-

porary, 49 W. Maryland St., 217-1291, $$ 10 The Capital Grille: Contemporary,

40 W. Washington St., 423-8790, $$$$ 11 City Café: Breakfast/Brunch, 443 N. Pennsylvania St., 833-2233, $$ OT PRACTICE • APRIL 23, 2012

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

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

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

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

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

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

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

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

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

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

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

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

37 Shula’s Steak House: Steak, 50 S. Capitol Ave., 231-3900, $$$$ 38 St. Elmo Steak House: Steak, 127 S. Illinois St. 635-0636, $$$$

153 S. Illinois St., 915-8045, $$$$

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

17 Hoaglin To Go: Breakfast/Brunch,

28 One South: Contemporary,

448 Massachusetts Ave., 423-0300, $$

1 S. Capitol Ave., 616-6160, $$

18 India Garden: Indian,

29 Osteria Pronto: Italian,

207 N. Delaware St., 634-6060, $$

10 S. West St. 860-5777, $$

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

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

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

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

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

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

21 The Libertine Liquor Bar:

32 Patachou on the Park: Breakfast/

Contemporary, 38 e. Washington St. 631-3333, $$

Brunch, 225 W. Washington St.., 6320765, $

22 MacNiven’s Restaurant & Bar:

33 P.F. Chang’s China Bistro: Asian,

Pub grub, 339 Massachusetts Ave., 632-7268, $

49. W. Maryland St., $$

16 Harry & Izzy’s: Contemporary,

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

Keys to symbols: $ = Entrees priced below $10 $$ = Entrees priced between $10 and $20 $$$ = Entrees priced between $20 and $30 $$$$ = Entrees priced above $30 23

eviDeNce perKs

Collaborations That Work Marian Arbesman

vidence-based practice (EBP) is useful not just for clinical practice. Increasingly, evidence supports important policy and regulatory recommendations and decisions. Most recently, AOTA policy staff collaborated with AOTA’s EBP Project staff and an outside consultant to highlight high-quality evidence that supported a comment letter related to health care reform implementation. The starting point was the new health care reform legislation that requires everyone in the United States to have health insurance beginning in 2014. To facilitate this and help improve insurance access, choice, cost, and coverage, state-run health insurance purchasing exchanges are to be established, with insurance plans participating in these exchanges required to cover, at a minimum, a package of “essential health benefits.” Although habilitation and rehabilitation are included on the government’s list of 10 essential health benefits, the Department of Health and Human Services (HHS) is responsible for defining these terms. In its Essential Health Benefits Bulletin released December 16, 2011, the agency outlined its intended regulatory approach to the task and requested comment on how to define habilitative services— specifically, the advantages and disadvantages of including “maintenance of function” in the definition.1 The bulletin made clear that evidence will need to be used from this point forward to demonstrate to HHS (as well as states and insurers) how occupational therapy is effective in regard to issues of maintenance, particularly for people with developmental or other disabilities. In addition, it will be necessary to show how

24

Deborah Lieberman

Jennifer Hitchon

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

occupational therapy is effective in habilitation, which is defined as developing new skills or abilities rather than regaining lost skills or abilities. Examples of the type of evidence sought include research on the impact of ongoing occupational therapy for children with cerebral palsy or Down syndrome, and literature describing occupational therapy’s role in transition for children and young adults with disabilities. In formulating their strategy for developing the comment letter, AOTA policy and EBP Project staff discussed the proper parameters in defining maintenance and habilitation and the importance of making sure that evidence was gathered for all relevant populations. For children with physical and developmental disabilities, it was important to consider transitions during the school years as well as the transitions from school to adulthood. Although a child or young adult may be able to participate in a particular school or at home, an individual’s changing needs will benefit from the assistance provided by occupational therapy during periods of transition to new environments. During adult-

hood, these same adaptations to new environments take place when an individual is aging with a disability. These changes may include the need for occupational therapy services to promote safety with existing equipment, update equipment if needed, and prevent secondary disabilities that can occur over time. In addition, understanding the evidence of maintenance is critical to determining how long the effects of an intervention should be expected to last, and to understand when appropriate follow-up may be needed to maintain participation over an extended period. Lastly, occupational therapy practitioners need to understand and build evidence to support the best ways for community-dwelling older adults to maintain an active, healthy lifestyle as they age. Separate from the policy implications, the studies on interventions provided during periods that might be traditionally considered “maintenance” provide valuable information for those in clinical practice. For example, a Level I randomized controlled design examined the impact of assistive technology (AT) on individuals aging APRIL 23, 2012 • WWW.AOTA.ORG

ILLUSTRATION © JULIE FELTON / ISTOCKPHOTO

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Using Evidence for Policy

with a disability (e.g., polio, rheumatoid arthritis, cerebral palsy, stroke, spinal cord injury).2 Those in the intervention group received recommended AT and home modifications that were paid either in full or in part as a component of the research study. The control group had access to the standard health care available in the community. The results indicated that there was a significant “group by time” interaction for scores of members of the intervention group on the Functional Independence Measure,3 suggesting that they had a slower decline in function over 2 years as compared to the control group. In addition, those in the treatment group were more likely to use the AT to maintain independence rather than using personal assistance. Another Level I randomized controlled trial compared active wheelchair checks by an occupational therapist to userand caregiver-driven checks for adults using manual wheelchairs.4 After 1 year, the number of individuals who were accident-free was significantly lower in the intervention group (who received occupational therapy checks) compared with the control group. The results of the searches show that valuable and respected evidence exists to support occupational therapy interventions in habilitation and maintenance function; however, they also highlight the need for more research in these areas. Occupational therapy practitioners provide high-quality client-centered interventions to children and adults throughout the life span that enable them to continue to participate in multiple environments despite changes that may take place internally and externally. The results of research in the areas of transition and maintenance periods are crucial to this aspect of occupational therapy practice.

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

References 1. U.S. Department of Health and Human Services, Center for Consumer Information and Insurance Oversight. (2011, December 16). Essential health benefits bulletin. Retrieved from http:// cciio.cms.gov/resources/files/Files2/12162011/ essential_health_benefits_bulletin.pdf 2. Wilson, D. J., Mitchell, J. M., Kemp, B. J., Adkins, R. H., & Mann, W. (2009). Effects of assistive technology on functional decline in people aging with a disability. Assistive Technology, 21, 208–217. 3. Center for Functional Assessment Research at the State University of New York at Buffalo. (1993). Functional Independence Measure (4th ed.). Buffalo, NY: Data Management Service of the Uniform Data System for Medical Rehabilitation. 4. Hansen, R., & Tresse, S. (2004). Fewer accidents and better maintenance with active wheelchair check-ups: A randomized controlled clinical trial. Clinical Rehabilitation, 18, 631–639.

April is OT Month Celebrate it today and order your 2012 OT Month products now! www.promoteot.com

Marian Arbesman, PhD, OTR/L, is president of ArbesIdeas, Inc., and an adjunct assistant professor in the Department of Rehabilitation Science at the State University of New York at Buffalo. She has served as a consultant with AOTA’s Evidence-Based Practice Project since 1999.

definition t-Shirt ot50

Deborah Lieberman, MHSA, OTR/L, FAOTA, is the program director of AOTA’s Evidence-Based Practice Project and staff liaison to AOTA’s Commission on Practice. She can be reached at dlieberman@ aota.org. Jennifer Hitchon, JD, MHA, is AOTA’s regulatory counsel. She can be reached at [email protected].

Become a Member

CONNECTIONS

Clearview drinkware & Ceramic Coffee mug ot21& ot20 PR-197

AOTA’s Online Community

www.otconnections.org http://www.aota.org/twitter OT PRACTICE • APRIL 23, 2012

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sOciAL MeDiA spOTLighT

www.aota.org/twitter

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

CarolineOT Posted on march 16, 2012 at 4:33 am i have a patient with dementia who is not following any commands with either verbal, tactile, or visual cues. patient is also severely retropulsive when attempting to assist with supine-sit or sit-to-stand. Have spoken with family and previous care providers for ideas that could help but nothing forthcoming at present. meds have been reviewed. Has anyone come across this and have any suggestions?

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

fb.me/138zvfcyb 22 mar elderCarelink.com @eldercarelink1: How do you

know when occupational therapy is needed?

http://ow.ly/9y1b8 9 mar

Find us on Facebook www.aota.org/facebook american occupational therapy association He’s kind of a superstar. Triple amputee Iraq vet shares his rehab experience with OT students. Check it out.

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

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

jbossemelgosa replied on march 26, 2012 at 4:12 am Some patients w/neuro involvement retropulse. it is common w/ parkinson’s disease and w/some CVa patients. your patient may not be able to control it. try tasks to reach forward, which require your patient to flex the trunk while sitting, strengthening the flexor muscles. also, teach the steps to sequence supine to sit to stand to the caregivers so that all of you are on the same page. if you are each giving different instructions to the patient, he/she will not be able to develop a consistent habit. Scooting to the edge of the chair and leaning forward before standing will be important w/all caregivers even if you have to help the patient get into position.

BACKGROUND ILLUSTRATION © WILLIAM CRAIG / ISTOCKPHOTO.COM

otConsulting @Kbeinsotc: Great efforts on the part of @AOTAInc #ot #mentalillness http://

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

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

For more of this discussion and to view other posts, go to www.OTConnections.org. New user? Click on “User’s Guide” in the upper right hand corner of the Web page. 26

aota @aotainc: Architects build homes, OTs build lives—to prevent chronic disability, illness, or 2enable people 2get on with life afterwards #fC #otmonth 2 apr

Triple Amputee Iraq Vet Speaks to OT Students

85 people like this. 40 shares Bobbi amaker Bryan, you’re terrific! thank you for your service!

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

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

74 people like this. 30 shares arin mcCullough another great reason why i am becoming an occupational therapist!!:) march 22 at 11:08am Renee laCour i’m an ota student and this story gives me a window into the great things that i will be a part of soon. thank you for sharing this story. :-) march 22 at 12:54pm Jana Cason Very powerful! She will live life to its fullest and inspire others to do the same. ot in action. march 22 at 7:27pm

APRIL 23, 2012 • WWW.AOTA.ORG

Visit us at Booth 635

P-5988

Visit us at Booth 132

PR-137

cALeNDAr To 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.

professional Doctorate of occupational therapy

Look for the AOTA Approved Provider Program (APP) logos on continuing education 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. DRV 509. Call 410-777-2939 or visit our Web site at www.aacc.edu.

April

Indianapolis, IN

Apr. 26–29

AOTA 92nd Annual Conference & Expo. The 2012

AOTA Annual Conference & Expo will be a vibrant gathering of occupational therapy practitioners, educators, researchers, and students. Focusing on science, innovation, and evidence, these 3-1/2 remarkable days will provide attendees with continuing education up to 24 contact hours through advanced-level learning in Pre-Conference Institutes and Seminars and more than 700 educational sessions; inspiring special events such as the Presidential Address, Eleanor Clarke Slagle Lecture, and Plenary Session; and numerous networking opportunities to connect with colleagues and leaders. Register online at www.aota.org/conference.

June

Chattanooga, TN

Jun. 2–12

Lymphedema Management. Certification courses

in Complete Decongestive Therapy (135 hours), Lymphedema Management Seminars (31 hours). Coursework includes anatomy, physiology, and pathology of the lymphatic system, basic and advanced 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 requirements. Also in San Francisco, CA, June 2–12, 2012. AOTA Approved Provider. For more information and additional class dates/locations or to order a free May brochure, please call 800-863-5935 or log on to www. • Enhance your career and become a leader in your profession acols.com.

Hanover, MD

May 17–18

Apply principles of evidence-based practice as a basis for The • Impact of Disabilities, Vision, & Aging, and Orlando Florida Jun. 25–29 their Relationship to Driving. Course designed for clinical decision making Building Blocks for Becoming a Driver Rehabilitadriver education and allied health professionals who tion Therapist. A comprehensive live workshop for

Continuing Education Philadelphia, PA Starting June 7, 2012 Sensory Integration Certification Program Sponsored by USC/WPS Course 1: June 7–11 Course 2: July 12–16 Course 3: October 4–8 Course 4: December 7–11 For additional sites and dates, or to register, visit www.wpspublish.com or call 800-648-8857 D-5781

Visit this AOTA Silver Sponsor at Booth 609 new driving program, or is joining an established program. Guidance for the clinical and in-vehicle portion of a comprehensive driving evaluation is taught within the OT Practice Framework. Hands-on with evaluation tools, equipment, vehicles, and real clients. Instructors: Susan Pierce, OTR/L, SCDCM, CDRS; Carol Blackburn, OTR/L, CDRS. Contact Adaptive Mobility Services, Inc. at (407) 426-8020 or visit us at www.adaptivemobility.com.

July

Kansas City, MO

Jul. 27–28

Introduction to Driver Rehabilitation. Course

designed for individuals new to the field of driver rehabilitation. Topics include program development, driver training, adaptive driving equipment, and program documentation. Course will also emphasize collaboration with mobility dealers and consumers and families. Contact ADED 866-672-9466 or visit our Web site at www.aded.net.

Kansas City, MO

Jul. 27–28

Application of Vehicle Modifications. Course

designed for those desiring knowledge of adaptive driving equipment as well as the process for prescribing and delivering such equipment to individu-

professional literature and occupation-based intervention Doctorate of • Design, implement, and evaluate the effectiveness of innovative occupation-based programs in your chosen area of interest occupational therapy of OCCUPATIONAL THERAPY PROFESSIONAL DOCTORATE • 24/7 online experience, with just two short residencies, allows

wish• toGain advanced knowledge of occupational therapy practice apply their knowledge of the different types the therapist who has little or no experience in driver and levels of disabilities to the driving task. Course: evaluation or driver rehabilitation, is developing a through the study and application of occupational science

Continuing Education

you to study with convenience and flexibility • Develop skills in areas of professional advocacy, education, and business • Taught by clinical educators distinguished nationally and regionally in specific areas of expertise • Accredited by Middle States Association of Colleges and Secondary Schools

Bachelor’s Degree-to-otD option Experienced occupational therapists who hold a bachelor’s degree in occupational therapy but do not hold a master’s degree have the option to bridge into Chatham’s OTD program

• Enhance your career and become a leader in your profession • Apply principles of evidence-based practice as a basis for clinical decision making • Gain advanced knowledge of occupational therapy practice through the study and application of occupational science literature and occupation-based intervention www.chatham.edu/ccps/ot Woodland Road . . . Pittsburgh, PA • Design, implement, and evaluate the effectiveness of innovative

• Enhance your career and become a leader in your profession • Apply principles of evidence-based practice as a basis for clinical decision making • Gain advanced knowledge of occupational therapy practice through the study and application of occupational science literature and occupation-based intervention • Design, implement, and evaluate the effectiveness of innovative occupation-based programs in your chosen area of interest • 24/7 online experience, with just two short residencies, allows you to study with convenience and flexibility • Develop skills in areas of professional advocacy, education, and business • Taught by clinical educators distinguished nationally and regionally in specific areas of expertise • Accredited by Middle States Association of Colleges and Secondary Schools

Bachelor’s Degree-to-otD option

Experienced occupational therapists who hold a bachelor’s degree in occupational therapy but do not hold a master’s degree have the option to bridge into Chatham’s OTD program Woodland Road . . . Pittsburgh, PA 866-815-2050 . . . [email protected]

866-815-2050 . . . [email protected] occupation-based programs in your chosen area of interest Visit this AOTA Bronze Sponsor at Booth 25 OT • PRACTICE • APRIL 23, 2012 24/7 online experience, with just two short residencies, allows www.chatham.edu/ccps/ot you to study with convenience and flexibility

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cALeNDAr als with disabilities. Contact ADED 866-672-9466 or visit our Web site at www.aded.net.

Kansas City, MO

Jul. 29–31

ADED Annual Conference and Exhibits. Professionals specializing in the field of driver rehabilitation 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. 12–15

Envision Conference 2012. Learn from leaders in

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

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

Internet & 2-Day On-Site Training

Become an Accessibility and Home Modifications Consultant. Instructor: Shoshana Shamberg,

OTR/L, MS, FAOTA. Over 22 years specializing in design/build services, technologies, injury prevention, 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 mentoring, and 2 for 1 discounts. Calendar/info at www.AOTSS.com. Seminar sponsorships available nationally.

Clinician’s View Offers Unlimited CEUs

Two great options: $177 for 7 months or $199 for 1-Full Year of unlimited access to over 640 contact hours and over 90 courses. Take as many

courses as you want. Approved for AOTA and BOC CEUs and NBCOT for PDUs. www.clinicians-view. com 575-526-0012.

Internet/Home Study

Brain Gym, Irlen Method, and Sensory Motor Activities on a Shoestring Budget. Instructor:

Ongoing

Jan Davis’ Home Study Courses are #1!

Real Tx Ideas for OTs/COTAs in Stroke Rehab. The

best value for your CEU budget! Easy to use. No boring lectures or PowerPoint. Three excellent, professionally filmed courses on DVD, each filled with videos of real patients offering practical, functional treatment ideas that can be used immediately! View video samples online. Purchase now, earn your CEUs this year or next. $195 for 15 hours, $295 for

Shoshana Shamberg OTR/L, MS, FAOTA. Internet, personal mentoring, and 2-day training. 2 for 1 REGISTRATION PRICE SALE + FREE CE hours!! Address handwriting, dyslexia, ADD/ADHD, memory deficits, sensory processing disorder, autism, stress management, personal development, and visual motor and coordination problems for all ages. See www.AOTSS.com and www.IrlenVLCMD.com. Call 410-358-7269 or e-mail info@aotss. SEMINAR HOSTING AND SPONSORSHIP AVAILABLE.

Self-Paced Distance-Learning Course

Improving Function for Those Living With Cognitive and Perceptual Impairments. Designed for

those working with individuals who present with limitations in daily function due to visual/cognitive/ perceptual impairment. Specific topics related to evaluation and interventions include: poor awareness, visuospatial deficits, apraxia, neglect, memory loss, attention deficits, executive dysfunction, agnosia, etc. Instructor: Glen Gillen, EdD, OTR. Contact [email protected]; visit our Web site at www.columbiaot.org for more information.

AOTA Self-Paced Clinical Course

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

AOTA Self-Paced Clinical Course

Mental Health Promotion, Prevention, and Intervention With Children and Youth: A Guiding Framework for Occupational Therapy. Edited by

Susan Bazyk, PhD, OTR/L, FAOTA. This important new SPCC provides a framework on the role of occupational therapy in 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

Continuing Education

LEAD. INFLUENCE.

Advance in your profession. NEW. Occupational Therapy Doctorate Our clinical doctorate develops ethical, visionary leaders who want to advance their knowledge and skills to improve health and well-being. • Deepen your knowledge and grow in your career. • Meet a growing need for college educators. • Tailor your program. Choose your area of focus. • Earn your degree online. Study at your own pace. Learn more at stkate.edu/OTD

Henrietta Schmoll School of Health

30

St. Catherine University

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Visit us at Booth 1035 APRIL 23, 2012 • WWW.AOTA.ORG

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Visit us at Booth 16

cALeNDAr 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.

Continuing Education

Take your education to new heights!

AOTA Self-Paced Clinical Course

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

Early Childhood: Occupational Therapy Services for Children Birth to Five. Edited by Barbara E.

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

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

http://www.health.utah.edu/ot/OTD Donna Costa: 801-581-4248 [email protected]

online for your success

Chandler, PhD, OTR/L, FAOTA. This course is an enlightening journey through occupational therapy with children at the earliest stage of their lives. Explores the driving force of federal legislation in occupational therapy practice and how practitioners can articulate and demonstrate the profession’s long-standing expertise in transitioning early childhood development into occupational engagement in natural environments. Earn 2 AOTA CEUs (20 NBCOT 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: Considerations for Advanced Practice. Edited by Marian

Kavanaugh Scheinholtz, MS, OT/L. A comprehensive discussion of recent advances and trends in mental health practice, including theories, standards 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

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AOTA Self-Paced Clinical Course

Visit us at Booth 528 Continuing Education

Dysphagia Care and Related Feeding Concerns for Adults, 2nd Edition. Edited by Wendy Avery, MS,

OTR/L. Provides occupational therapists at both the entry and intermediate skill leves with an up-to-date resource in dysphagia care, written from an 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 Shepherd, MS, OTR, FAOTA. Engages school-based occupational 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 collaboration with occupational therapists. Perfect for learning to use professional knowledge and interpersonal skills to blend hands-on services for students with team and system supports for families, educators, and the school system at large. Earn 2 AOTA CEUs (20 NBCOT PDUs/20 contact hours). Order #3023, AOTA Members: $370, Nonmembers: $470. http://store.aota. org/view/?SKU=3023

Innovative Practice with

Older Adults Advanced Certificate Program

Presented by Jefferson Elder Care • Implement evidence-based practice •

Expand your evaluation and intervention toolkit

•

Design innovative treatment protocols

•

12 credits; can be completed in 12 months

AOTA Self-Paced Clinical Course

Strategies to Advance Gerontology Excellence: Promoting Best Practice in Occupational Therapy.

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

Teaching Neuroscience

• •

Autism Older Adults

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Redefining Healthcare Education Thomas Jefferson University • Philadelphia, PA

32

Visit us at Booth 309

877-533-3247

www.jefferson.edu/OT

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. Foreword by: Wendy Wood, PhD, OTR/L, FAOTA. Excellent resource for gerontology practitioners today to help sharpen skills and prepare for the spiraling demand among older adults for occupational therapy services. Special features include core best practice 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 CEUs (30 NBCOT PDUs/30 contact hours). Order #3024, AOTA Members: $350, Nonmembers: $450. http://store.aota.org/ view/?SKU=3024 APRIL 23, 2012 • WWW.AOTA.ORG

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

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

The curriculum, faculty and online learning environment will enable you to attain the advanced skills valued in the future, without interrupting your career. With a smart, intuitive interface, engineered by an award-winning team of professionals, our online program is convenient and flexible. Stop by booth #626 to speak to our faculty.

877.403.4277 quinnipiac.edu/qu-online See program for QU faculty scheduled presentation times

FOLLOW

US

twitter.com/QU_Online

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Visit this AOTA Bronze Sponsor at Booth 626

cALeNDAr AOTA Self-Paced Clinical Course

Continuing Education

Low Vision: Occupational Therapy Evaluation and Intervention With Older Adults, Revised Edition.

•

Update knowledge in neuroscience

2008. Edited by Mary Warren, MS, OTR/L, SCLV, FAOTA. Occupational therapy practice in low vision rehabilitation services has changed significantly since the first edition of Low Vision. The Revised Edition helps practitioners maintain professional competency by supporting the AOTA Specialty Certification in Low Vision Rehabilitation (SCLV) credentialing process. Special features include first-edition updates and revisions, new information on evaluation, lessons related to psychosocial issues and low vision, eye conditions that cause low vision in adults, and basic optics and optical devices. Earn 2 AOTA CEUs (20 NBCOT PDUs/20 contact hours). Order #3025, AOTA Members: $370, Nonmembers: $470. http://store.aota.org/view/?SKU=3025

•

Refine evidence-based practice skills

AOTA Self-Paced Clinical Course

•

Understand and use neuroscience evidence in occupational therapy settings

•

Advance your skills in assessment and data-driven interventions

•

12 credits; can be completed in 12 months

Neuroscience:

A Foundation for OT Advanced Certificate Program

Neurorehabilitation Self-Paced Clinical Course Series. Series Senior Editor: Gordon Muir Giles,

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

Teaching Neuroscience

• •

Autism Older Adults D-5950

877-533-3247

Redefining Healthcare Education

www.jefferson.edu/OT

Thomas Jefferson University • Philadelphia, PA

Visit us at Booth 309 Continuing Education

Tex as Woman’s UniversiT y

AOTA CEonCDTM

online Ph.D. in occupational Therapy

Deborah Yarett Slater, MS, OT/L, FAOTA, Staff Liaison to the Ethics Commission. Ethics Topic—Duty to Warn helps you understand your professional, ethical, and legal responsibilities in the identification of safety issues in ADLs and IADLs as they evaluate and provide intervention to clients. The importance of using data from both objective and subjective sources is emphasized as well to determine risk of harm in performing daily activities. Course material includes not only lecture format but also interactive case studies and resources to enhance learning on this topic. Earn .1 AOTA CEU (1.25 NBCOT PDUs/1 contact hour). Order #4882, AOTA Members: $45, Nonmembers: $65. http://store.aota.org/ view/?SKU=4882.

NEW! Ethics Topic—Duty to Warn: An Ethical Responsibility for All Practitioners. Presented by

Texas 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 wellestablished (1994) Ph.D. program offered primarily online, with two oncampus 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

AOTA CEonCD™

NEW! Using the Occupational Therapy Practice Guidelines for Adults with Alzheimer’s Disease and Related Disorders (ADRD) To Enhance Your Practice. Presented by Patricia Schaber, PhD,

For more information, contact: Sally Schultz, OTR, Ph.D., LPC-S [email protected] 214-207-6943 LOGO 6

34

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

www.twu.edu/ot

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

APRIL 23, 2012 • WWW.AOTA.ORG

Earn Your CEUS. As Many As You Want. Only $99/year. A subscription to OccupationalTherapy.com keeps it simple! Experience online continuing education on your time. Access expert courses in live, recorded, podcast and text-based formats. Earning your CEUs has never been more convenient and affordable.

Take advantage of this month’s most popular online courses:

All courses approved for AOTA CEUs and NBCOT professional development units.

Clinical Application of Constraint Induced Movement Therapy (CIMT) (LIVE #1191 4/30 at 1:30pm EDT; REC #1205)

Presented by Veronica Rowe, M.S., OTR/L

Current Sensory Based Interventions for Autism: The Evidence (REC #1204)

Presented by Alison Lane, Ph.D., OTR/L and Chelsea Hetrick

Pressure Mapping: A Valuable Resource for Client Assessment and Education (REC #1203)

Presented by Kirsten Davin, OTD, OTR/L, ATP, SMS

Beyond Bands: The Science and Application of Elastic Resistance (REC #1198)

Presented by Barton Bishop, DPT

Subscribe to OccupationalTherapy.com today and get one additional month FREE! Use Promo Code OTC423. Offer expires May 18, 2012.

Visit OccupationalTherapy.com or call 1-866-782-9924.

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cALeNDAr AOTA CEonCD™

Continuing Education

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

AOTA CEonCD™

NEW! OT Manager Topics. Authors: Denise Ch-

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Visit us at Booth 733

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

AOTA CEonCD™

Let’s Think BIG About Wellness. By Winnie Dunn,

Continuing Education

PhD, OTR, FAOTA. The focus of occupational therapy on living a satisfying life embraces a global view about wellness. In this course, we will explore the official documents and materials that support our concept of wellness, review examples of interdisciplinary literature on wellness, and explore strengths models from other disciplines as a way to inform our bigger thinking. Earn .25 CEU (3.13 NBCOT PDUs/2.5 contact hours). Order #4879, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4879

AOTA CEonCD™

NEW! The Short Child Occupational Profile (SCOPE). Presented by Patricia Bowyer, EdD, MS,

Temple University’s Clinical Doctorate of Occupational Therapy (DOT) is a 30 credit program in a distance education format that prepares candidates for leadership positions as advanced clinical specialists, program developers, and clinical educators. 21 credits of required coursework 9 credits of specialty clinical coursework. Earn a Professional Enhancement Course Completion Certificate through specialty coursework while completing the Doctorate. Complete all coursework online with only three weekend, oncampus sessions per year at the Temple University Center City campus in the heart of Philadelphia.

Contact us for more information (215) 707-4875 http://chpsw.temple.edu [email protected]

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

AOTA CEonCD™

NEW! An Occupation-Based Approach in Postacute Care to Support Productive Aging. A collaborative

project between the American Occupational Therapy Association and AOTA Platinum Partner Genesis Rehabilitation Services. Authored by Denise Chisholm, PhD, OTR/L, FAOTA, Cathy Dolhi, OTD, OTR/L, FAOTA, and Jodi L. Schreiber, MS, OTR/L. Course reviews occupation-based practice with a focus on postacute care practice settings for older adults. Practical strategies to promote the practitioner’s ability to integrate occupation throughout the occupational therapy process are presented in an interactive format to maximize clinical application, and real-life APRIL 23, 2012 • WWW.AOTA.ORG

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

   

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

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

    

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

TEACHING ASSISTANTSHIPS AVAILABLE!

Visit us at Booth 1032

The USC Occupational Science Ph.D. program will prepare you to become an academic leader as a career scientist through immersion in established interdisciplinary funded research groups to support skill development in producing peer reviewed publications and fundable research proposals, managing a research group, and flourishing in the academic work environment. You will benefit from small classes, individual attention, mentoring from career scientists, and interaction and collaboration with fellow students of high academic ability in a community of scholars. You will participate in socially responsive research groups that will train you to take Occupational Science and the professoriate of Occupational Therapy to the next level in:

 Clinical Trials for Occupational Therapy & Rehabilitation   

Interventions Health Disparities & Cultural Influences on Health & Recovery Community Reintegration & Social Participation Engagement, Activity, & Neuroscience

FELLOWSHIP SUPPORT INCLUDED!

Total support is about $60,000 per year, including: full tuition coverage, a $28,000 living stipend, and student health and dental benefits.

online at www.usc.edu/ot

Visit this AOTA Bronze Sponsor at Booth 1032

tweet @USCOSOT D-5963

cALeNDAr Continuing Education

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

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

AOTA CEonCD™

AOTA CEonCD™

Young Adults on the Autism Spectrum: Life After IDEA. Authored by Lisa Crabtree, PhD, OTR/L and Ja-

net DeLany, DEd, OTR/L, FAOTA. Explores the critical issues of autism in adulthood and provides occupational therapy practitioners with the knowledge and tools to advocate for the health and community participation of young adults and adults on the autism spectrum. The course uses multiple sources and perspectives that provide information, strategies, and resources. Earn .3 AOTA CEU (3 NBCOT PDUs/3 contact hours). Order #4878, AOTA Members: $105, Nonmembers: $150. http://store.aota.org/view/?SKU=4878

AOTA CEonCD™

Response to Intervention (RtI) for At Risk Learners: Advocating for Occupational Therapy’s Role in General Education. By Gloria Frolek Clark, PhD.,

OTR/L, BCP, FAOTA and Jean Polichino, OTR MS, FAOTA. Provides core components of RtI, the role of occupational therapists at each tier, and case studies. RtI is being implemented nationally to ensure high quality instruction and data-based decision making within the general educational system, and content highlights opportunities for occupational therapy within RtI frameworks in public education. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). Order #4876, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4876.

AOTA CEonCD™

Strategic Evidence-Based Interviewing in Occupational Therapy. Presented by Renee R. Taylor, PhD.

Begins with an introduction to the three basic types of interviews most commonly applied in occupational therapy practice: structured interviews, semi-structured interviews, and general clinical interviewing. Through evidence-based examples of frequently used interview-based assessments within the occupational therapy literature, this course will describe a set of norms and communication strategies that are likely to maximize success in gathering accurate, relevant, and detailed information. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4844, AOTA Members: $68, Nonmembers: $97. http://store. aota.org/view/?SKU=4844.

D-5869

Continuing Education

Treatment2Go’s

Physical Agent Modalities Occupation based certification course

Only $549.00

for 45 contact hours

Thermal & Electrical Agents AOTA Approved course Meets most state requirements This fantastic interactive movie course retails at $599.00. Save $50.00 for a limited time. Use Promo Code: OTPAMS

Order at www.liveconferences.com Call: 727.341.1674 AOTA APP approved 4.5 CEUs Treatment2go is a registered trademark of EHT

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D-4410

AOTA CEonCD™

NEW! Everyday Ethics: Core Knowledge for Occupational Therapy Practitioners and Educators, 2nd Edition. Developed by AOTA Ethics Commission and

Presented by Deborah Yarett Slater, MS, OT/L, FAOTA. Provides a foundation in basic ethics information that gives context and assistance with application to daily practice. Learning objectives include what is meant by ethics, key ethical theories and principles, and the rationale for changes in the Occupational Therapy Code of Ethics and Ethics Standards 2010. The course reinforces the value of self reflection on practice for enhanced competency and increased ethical behavior. Earn .3 AOTA CEU (3 NBCOT PDUs/3 contact hours). Order #4846, AOTA Members: $105, Nonmembers: $150. http://store.aota.org/view/?SKU=4846

AOTA CEonCD™

NEW! Autism Topics Part I: Relationship Building, Evaluation Strategies, and Sensory Integration and Praxis. Edited by Renee Watling, PhD, OTR/L,

FAOTA. The first in a 3-part series on content from Autism, 3rd Edition to expand occupational therapy practice with children on the autism spectrum through building the intentional relationship, using occupational therapy evaluation strategies, addressing sensory integration challenges, and planning intervention for praxis. Highlights include video clips and strategies that will enhance the provision of evaluation and intervention services. Recom-

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

ADED Approved AOTA CEonCD™

Driving Assessment and Training Techniques: Addressing the Needs of Students With Cognitive and Social Limitations Behind the Wheel. Miriam

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

ADED Approved AOTA CEonCD™

Determining Capacity to Drive for Drivers with Dementia Using Research, Ethics, and Professional Reasoning: The Responsibility of All Occupational Therapists. Linda A. Hunt, PhD, OTR/L, FAOTA.

Emphasizes the role of occupational therapy in the evidence-based evaluation process and focuses on the required professional reasoning and ethics for making final recommendations about the capacity for older adults with dementia to drive or not. Provides the Multifactor Older Driver with Dementia Evaluation model (MODEM) to both general practice and driving specialist occupational therapy practitioners who work with older driver clients with dementia. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4842, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4842

ADED Approved AOTA CEonCD™

Creating Successful Transitions to Community Mobility Independence for Adolescents: Addressing the Needs of Students With Cognitive, Social and Behavioral Limitations. Miriam Monahan, MS OTR,

CDRS, CDI, and Kimberly Patten, OTL, AMPS certified. Addresses the critical issue of community mobility skill development for youth with diagnoses that challenge cognitive and social skills, such as autism spectrum and attention deficit disorder. Community mobility is vast in that it includes mass transportation, pedestrian travel, and driving, and is essential for engaging in vocational, social, and educational opportunities. The course is appropriate for occupational therapy practitioners practicing in educational settings and in driver rehabilitation. Earn .7 AOTA CEU (7 NBCOT PDUs/7 contact hours). Order #4833, AOTA Members: $175, Nonmembers: $250. http:// store.aota.org/view/?SKU=4833

AOTA CEonCD™

Model of Human Occupation Screening Tool (MOHOST): Theory, Content, and Purpose. Gary Kielhof-

ner, DrPH, OTR/L, FAOTA; Lisa Castle, MBA, OTR/L; APRIL 23, 2012 • WWW.AOTA.ORG

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

AOTA CEonCD™

Exploring the Domain and Process of Occupational Therapy Using the Occupational Therapy Practice Framework, 2nd Edition. Presented by

Continuing Education

SCHOOL OF OCCUPATIONAL THERAPY

ONLINE OTD DEGREE

For currently practicing occupational therapists seeking to advance leadership potential… DOCTOR OF OCCUPATIONAL THERAPY

Susanne Smith Roley, MS, OTR/L, FAOTA; Janet V. DeLany, DEd, OTR/L, FAOTA. Explore ways in which the document supports occupational therapy practitioners by providing a holistic view of the profession. Earn .3 AOTA CEU (3 NBCOT PDUs/3 contact hours). Order #4829, AOTA Members: $73, Nonmembers: $103.00. http://store.aota.org/ view/?SKU=4829

AOTA CEonCD™

Sensory Processing Concepts and Applications in Practice. Winnie Dunn, PhD, OTR, FAOTA. Ex-

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

[email protected] pacificu.edu/ot | 503-352-7268

D-5957

Continuing Education

AOTA CEonCD™

Ethics Topics—Organizational Ethics: Occupational Therapy Practice In a Complex Health Environment. Lea Cheyney Brandt, OTD, MA,

OTR/L, and Member-at-Large, AOTA Ethics Commission. Explores organizational ethics issues that may influence the ethical decision making of occupational therapy practitioners. Participants will be introduced to strategies that will assist in addressing situations in which occupational therapy practitioners may be pressured by an organization’s administration to provide services that are in conflict with their personal or professional code of ethics. Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour). Order #4841, AOTA Members: $45, Nonmembers: $65. http://store.aota.org/view/?SKU=4841

AOTA CEonCD™

Ethics Topics—Moral Distress: Surviving Clinical Chaos. Lea Cheyney Brandt, OTD, MA, OTR/L,

and Member-at-Large, AOTA Ethics Commission. Explores how the complex nature of today’s health care environment may result in increased moral distress for occupational therapy practitioners. Offers coping strategies for reducing negative outcomes associated with moral distress. Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour). Order #4840, AOTA Members: $45, Nonmembers: $65. http://store.aota. org/view/?SKU=4840

AOTA CEonCD™

Be

the future

Clinical Doctorate in Occupational Therapy | D.P.S. • focus on advanced clinical mastery, clinical outcomes research, and evidencebased practice. • faculty clinical specializations in autism, neonatology, neuroscience, pediatrics, and upper quadrant. • New career paths in private practice, prevention and intervention, public policy, teaching, and consulting.

Occupation-Focused Intervention Strategies for Clients With Fibromyalgia and Fatiguing Conditions. Renee R. Taylor, PhD. Presents a number of

• full- and part-time study options. • courses offered year-round; we welcome nondegree students in individual courses. • close mentoring and small classes in one of the nation’s top-ranked ot departments. • Also: Post-Professional m.a., Dual m.a./

D.P.S., Ph.D. www.steinhardt.nyu.edu/dps-ot2012 or call 212 998 5825.

.

FALL 2012

evidence-based strategies for managing fibromyalgia and other fatiguing conditions, such as chronic fatigue

D e p a r t m e n t o f o c c u p a t i o n a l t hera py

New York UNiverSitY iS aN affirmative actioN/eqUal oPPortUNitY iNStitUtioN.

OT PRACTICE • APRIL 23, 2012

Job: A1201_02_OTPractice

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cALeNDAr syndrome. Learners will become familiar with interdisciplinary treatment approaches and how to work best with other professionals treating these syndromes. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4839, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4839

Continuing Education

AOTA CEonCD™

Pain, Fear, and Avoidance: Therapeutic Use of Self With Difficult Occupational Therapy Populations. Reneé R. Taylor, PhD. Examines strategies for

managing client pain, fear, and avoidance in occupational therapy practice. Six distinct modes of interacting based on the author’s conceptual practice model teach how to best manage these emotions and behaviors so that treatment goals can be accomplished. The model is particularly useful when therapists are having difficulty engaging clients or sustaining active participation in therapy. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4836, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4836

Assessment and Intervention

Assessment & Intervention 2-day hands-on workshop (1.6 Training CEU) Two Days of Hands-On Learning (1.6 CEU) 2008 Conference Schedule

San Francisco, CA Feb 29-Mar 1 Upcoming Locations Dates: Burlington, NC Mar.&14-15 Houston, TXMIMar 28-29 Battle Creek, April 27–28 McAllen, TX Apr. 4-5 San Antonio, 17–18 Chicago, ILTXAprMay 11-12 SanKearney, Antonio,NE TX May Apr31–1 19-20 Charleston, SC Apr 25-26 Tampa, TX FL May Stafford, June 2-3 28–29 Manhattan, NY Jul 17-18 Harrison, AR August Virginia Beach, VA Sep16–17 20-21 Morganton, NC August Sep 25-26 Warrenton, VA 23–24 Chicago, IL Oct 10-11 San Antonio,SC TX Oct October Columbia, 16-174–5 Sacramento, CA Oct 24-25 Miami, FL October 13–14 Orlando, FL Nov 14-15

AOTA CEonCD™

For additional info and to register, visit

www.beckmanoralmotor.com

For complete training schedule & information visit Host a Beckman Oral Motor Conference in 2009! www.beckmanoralmotor.com For Hosting info call (407) 590-4852, or email Host a Beckman Oral Motor Seminar! [email protected] Host info (407) 590-4852, or [email protected]

D-5992

Hand Rehabilitation: A Client-Centered and Occupation-Based Approach. Presented by Debbie

Available From AOTA

ASHT Test Preparation. This intermediate-level

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

EDUCATING CLINICIANS AND SCHOLARS SINCE 1941 MANY CHOICES…. ONE UNIVERSITY

Doctor of Education in Movement Science and Occupational Therapy Master of Science in Occupational Therapy

AOTA/Genesis CEonCD™

Seating and Positioning for Productive Aging: An Occupation-Based Approach. Presented by Felicia

Master of Science in Occupational Therapy and Master of Public Health: Dual Degree Program D-6008

AOTA Approved Provider of Continuing Education www.columbiaot.org

AOTA CEonCD™

Amini, MEd, OTR/L, CHT. Describes how to use the occupation-based intervention to enhance hand rehabilitation protocols without sacrificing productivity or detracting from the concurrent client factor focus. CD-ROM includes MP3 audio file of the entire course. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4832, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4832

Continuing Education

O T

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

We see the need, we meet it, and then we exceed it!

Chew, MS, OTR, and Vickie Pierman, MSHA, OTR/L. Reviews seating and positioning from evaluation to outcome, with a concentration on interventions. Information reviewed will be applicable to a variety of settings, including skilled nursing facilities, home health, rehab centers, assisted living communities, and others. Primarily addresses manual wheelchair mobility. Earn .4 AOTA CEU (4 NBCOT PDUs/4 contact hours). Order #4831, AOTA Members: $97, Nonmembers: $138. http://store.aota.org/view/?SKU=4831

AOTA CEonCD™

Join us on the road to the Centennial Vision at

www.aota.org

40

The New IDEA Regulations: What Do They Mean to Your School-Based and EI Practice? Presented by Leslie L. Jackson, MEd, OT, and Tim Nanof,

MSW. Understand what the 2004 reauthorization of IDEA and the new Part B regulations, released in August 2006, mean and what impact they have on your work as a school-based and early intervention practitioner. This CE course is an excellent oppor-

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

AOTA CEonCD™

Occupational Therapy and Transition Services.

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

AOTA Online Course

NEW! Falls Module III: Preventing Falls Among Community-Dwelling Older Adults—Intervention Strategies for Occupational Therapy Practition ers. Presented by Elizabeth W. Peterson, PhD,

OTR/L, FAOTA, and Elena Wong Espiritu, MA, OTR/L. The third module in a 3-part series of online courses on fall prevention, this course familiarizes you with evidence-based intervention strategies to reduce falls among community-dwelling older adults that include both older adults who are well and those who are living with chronic diseases. Case studies with video clips are featured to promote application of the information presented. It is recommended that participants complete Falls Module I (order #OL34) first. Earn .45 AOTA CEU (5.63 NBCOT PDUs/4.5 contact hours). Order #OL36, AOTA Members: $158, Nonmembers: $225. http://store.aota.org/view/?SKU=OL36.

AOTA Online Course

Falls Module II—Falls Among Older Adults in the Hospital Setting: Overview, Assessment, and Strategies to Reduce Fall Risk. Presented by Roberta

Newton, PhD, PT, FGSA and Elizabeth W. Peterson, PhD, OTR/L, FAOTA. The second module in a 3-part series on fall prevention, this online course provides an overview of the problem of falls that occur in the hospital setting and focuses further on the identification of older adults at risk for falls, the factors that contribute to fall risks, and the assessment strategies that involve occupational therapy expertise. Earn .2 AOTA CEU (2 NBCOT PDUs/2 Contact hours). Order #OL35, AOTA Members: $158, Nonmembers: $225. http://store.aota.org/view/?SKU=OL35

AOTA Online Course

Falls Module I—Falls Among Community-Dwelling Older Adults: Overview, Evaluation, and Assessments. Presented by Elizabeth W. Peterson,

PhD, OTR/L, FAOTA, and Roberta Newton, PhD, PT, FGSA. First module in a three-part series of online continuing education courses on fall prevention. The content of each module will support occupational therapists in their efforts to provide evidencebased fall prevention services to older adults who are at risk for falling or who seek preventive services. This course is divided into two sections: Prevalence, Consequences, and Risk Factors and Approaches to the Evaluation of Fall Risk. Earn .6 AOTA CEU (6 NBCOT PDUs/6 contact hours). Order #OL34, AOTA Members: $210, Nonmembers: $299. http://store.aota.org/view/?SKU=OL34

AOTA Online Course

Driving and Community Mobility for Older Adults: Occupational Therapy Roles, Revised. APRIL 23, 2012 • WWW.AOTA.ORG

eMpLOYMeNT OppOrTuNiTies

cALeNDAr Susan L. Pierce, OTR/L, SCDCM, CDRS, and Elin Schold Davis, OTR/L, CDRS. Targeted to occupational therapy professionals in all settings who work with older adults. Revised with expanded content and updated links on research, tools, and resources to help advance knowledge about instrumental activity of daily living (IADL) of driving and community mobility. Earn .6 AOTA CEU (6 NBCOT PDUs/6 contact hours). Order #OL33, AOTA Members: $180, Nonmembers: $255. http://store.aota.org/ view/?SKU=OL33

South

AOTA Online Course

Elective Session 2 (2009): Occupational Therapy for Infants and Toddlers With Disabilities Under IDEA 2004, Part C. Presented by Mary Muhlen-

haupt, OTR/L, FAOTA. An elective session in the Occupational Therapy in School-Based Practice: Contemporary Issues and Trends series, this ES2 replaces the previous “Early Intervention: Service Delivery Under the IDEA.” The core course is not required as a pre-requisite for this new elective session. Earn .1 AOTA CEU (1 NBCOT PDU/ 1 contact hour). Order #OLSB2A. AOTA Members: $29.95, Nonmembers: $41. http://store.aota.org/view/ ?SKU=OLSB2A

AOTA Online Course

Shepherd Center

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

AOTA Online Course

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

AOTA Online Course

Occupational Therapy in School-Based Practice: Contemporary Issues and Trends. Edited by

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

OT PRACTICE • APRIL 23, 2012

The Art of restoring Hope, rebuilding Lives

OCCUPATIONAL THERAPISTS Located in Atlanta, GA, Shepherd Center is a world-renowned, not-for-profit hospital specializing in medical treatment, research and rehabilitation for people with spinal cord injury or brain injury. Due to ongoing expansion we have the following opportunities available:

OUTPATIENT MILITARY REHABILITATION

Full-time, Staff Therapist The SHARE Initiative at Shepherd Center provides rehabilitation and communitybased care to U.S. military service members who have served in Iraq and Afghanistan. The program utilizes Shepherd’s full rehabilitation continuum of evaluation and treatment services for those who have sustained brain injury, spinal cord injury or blast injury.

INPATIENT ACQUIRED BRAIN INJURY

Full-time, Staff Therapist Therapists for the Inpatient ABI program most commonly treat patients early in their rehabilitation process following a traumatic, non-traumatic or stroke injury guiding them through initial activities of daily living and mobility progressions as well as cognition and language.

OUTPATIENT SPINAL CORD INJURY

Full-time, Staff Therapist The spinal cord injury program provides therapy interventions throughout the continuum of care ranging from ICU, medical-surgical care, inpatient progressive rehabilitation, day and outpatient programs. Visit our website to learn more and to apply online at shepherd.org.

EOE

S-6004

Visit this AOTA Bronze Sponsor at Booth 901

41

eMpLOYMeNT OppOrTuNiTies International

JOB OPPORTUNITIES

Occupational Therapists

Do you want to practice to your full scope? Do you want to be part of a dynamic team environment that encourages professional development and active involvement in your job? Do you want your contributions to be supported and valued? Then why not consider working and living in Alberta. Joining our team of Occupational Therapists will afford you the opportunity to enjoy an incomparable standard of living in whichever community you choose to work. Alberta does not charge Provincial Sales Tax and has the lowest personal income tax of any province in Canada. Imagine spending time with family and friends while enjoying Alberta’s first class amenities and exploring the natural beauty of the province. AHS values the diversity of the people and communities we serve and is committed to attracting, engaging and developing a diverse and inclusive workforce. We welcome you to apply.

ADVANTAGES excellent wages & benefits outstanding educational opportunities employ your “full scope” of practice

relocation packages temporary accomodation bursary opportunities www.albertahealthservices.ca

To find out more email [email protected] or serach and apply for jobs on our website I-5969

South

Your next Occupational Therapy job is in Austin, TX

Aus in live | work | play

Sign-on bonus and relocation

for select positions and facilities

St. David’s HealthCare is located in the Austin area and covers the healthcare needs of more than 1.6 million residents. We are recognized for our accredited world-class neurology, heart and vascular facilities, six medical centers with acute care hospitals and trauma centers, urgent care centers, specialty hospitals and services throughout Central Texas. • Dedicated rehab hospital • Neurology, eurology, heart and vascular, and joint replacement centers • Advanced education courses and tuition reimbursement Visit www.OTJobsAustin.com or call 1-800-443-6615 to speak to a recruiter.

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

S-6005

42

Visit us at Booth 1309

APRIL 23, 2012 • WWW.AOTA.ORG

Inspiring Clinical Excellence NOW HIRING

OCCUPATIONAL THERAPISTS AND COTA’S THROUGHOUT IOWA

Spencer, IA Burlington, IA Bloomfield & Sigourney, IA Washington & Winfield, IA Clear Lake & Forest City, IA

Up to $5,000 Relocation Assistance NOW AVAILABLE For over 30 years, the long-term care division of Accelerated Rehabilitation Center has provided first-rate rehabilitation services under contract throughout Iowa. These services are offe ff red in a variety of settings such as skilled nursing fa ffe f cilities, nursing homes, hospitals, patients’ private residences (via home health agencies), and schools (via area education agencies). The Accelerated team of highly respected employees is empowered, educated, and enthusiastic. We support our colleagues profe f sfe sionally and personally with competitive compensation and a comprehensive benefits package. A large percentage of our employees have been with Accelerated fo f r more than 10 years. In fa f ct, we consistently maintain one of the highest retention rates amongst therapy providers—98%. This employee loyalty, y along with our demonstrated success, is testimony to the dedication and diligence y, Accelerated will invest in your career. Accelerated Rehabilitation Centers leads with a fo f rward-thinking “Putting Patients First” philosophy that is applied to all aspects of our operations. This way of practice demonstrates the commitment from our dedicated caregivers to the people they work fo f r—our patients. Learn more about Accelerated Rehabilitation Centers today and discover full time, part time, and prn opportunities that are available near you.

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

Contract Therapy Division - Iowa

Putting Patients First

E-mail: [email protected] Phone: 877-97-REHAB Visit us at Booth 1315

Online: www.acceleratedrehab.com M-5844

eMpLOYMeNT OppOrTuNiTies Midwest

Feel the Difference Faith Makes As of November 1st, 2 exceptional health care systems came together as 1. Provena Health and Resurrection Health Care have now formed the largest Catholic healthcare system in Illinois , encompassing 12 hospitals, 29 long term care and senior residential facilities, numerous outpatient services and clinics, home health services, hospice, private duty, comprehensive Behavioral Health services and more. Provena Saint Joseph Hospital, located in Elgin, IL, is well-respected for delivering quality care system and Be the ONE among the largest Catholic Health System to make the

Inpatient Occupational Therapist Openings (Acute & Rehab Unit) Full Time, Part Time and Flex Opportunities Available! Visit our website to view available positions and apply online. www.provena.org/saintjoseph

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

M-5978

National

Select medical is a leading provider of specialty health care. Select medical currently operates 111 specialty hospitals, approximately 970 outpatient rehabilitation clinics and also provides medical rehabilitation services on a contract basis at nursing homes, hospitals, assisted living and senior care centers, schools, private homes and worksites. We’re looking for people... who are leaders, team builders and problem solvers. who embrace our mission and core values. who work with a passion for excellence and a drive for results. who take pride in their profession. who like to learn, to contribute and to achieve. If you’re looking for a challenging opportunity where you can make a real difference in people’s lives...we’re looking for you! The Occupational Therapist ( OT ) will: • plan, organize, develop, administer, direct, and supervise occupational therapy treatment; • Be part of an interdisciplinary team; • Have initiative and be innovative • provide direct patient care; • do a comprehensive assessment, treatment planning and provision of therapy; • Contribute to program development, quality improvement, program assessment, and departmental policy and procedure development; • Be eligible for state o.t. licensure; • Be a positive energetic professional; 44

• Have graduated from an accredited school of occupational therapy; • Be eligible to take or has passed the examination for occupational therapists administered by the nBCot; • Have successfully completed the national Registry examination; • Be BClS certified. BENEFITS AT A GLANCE • Small critical care environment • professional advancement • flexible Scheduling • nationwide opportunities • and much, much more. for more information or to apply, please contact: Shondell thomas office: 877-582-2004 fax: 717-635-3234 [email protected] SSH–macomb 215 north avenue, mount Clemens, mi 48043 U-6009

APRIL 23, 2012 • WWW.AOTA.ORG

Be part of something special. Be WellSpan. It’s time to build the occupational therapy career you’ve always wanted. We currently have openings for occupational therapists in acute care and outpatient settings. WellSpan Health is comprised of three hospitals, including a Level 1 Trauma Center, and 11 outpatient rehabilitation centers throughout York and Adams counties in south central Pennsylvania. Qualified candidate will: • Have a desire to practice on an interdisciplinary team focused on quality outcomes and the patient experience • Work as part of a team in an integrated health system • Have opportunities to learn and grow through a clinical ladder • Collaborate with physicians and therapists to provide patient care Apply online at www.wellspancareers.org. For more information, contact Deanna Schwalm at (717) 812-7030 or [email protected].

N-6006

EOE, M/F

eMpLOYMeNT OppOrTuNiTies Northeast

South

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

Freedom to Work with the Best

Occupational Therapist: (Rehab and Home Health)

Various Positions in Baltimore, Maryland for Experienced Rehabilitation Professionals LifeBridge Health, located in northwest Baltimore, Maryland, seeks Staff Occupational Therapy professionals for various practice areas. OT provides assessments, treatment recommendations and treats referred patients. One to three years of experience preferred, and new grads seeking a mentoring environment are also encouraged to apply. PRN positions also available! LifeBridge Health offers a competitive salary and benefits package, including: • Opportunities for Professional Growth • Supportive Management • Option to Participate on Workgroups • Individualized Mentor Program • Stable Team Oriented Atmosphere • 403-b Retirement Plan with Employer Match • Free Parking, CEUs and more!

Requirements: Graduate of an accredited school of Occupational Therapy, current licensure in NC and at least one year experience as an Occupational Therapist with good clinical judgment and skills; Ability to function independently and to provide guidance and supervision to COTA. #1 in Employee Satisfaction with a 96% response rate for 2011 within our system! To see additional OT opportunities and to apply, visit:

www.cmc-union.org

S-5980

EOE

Midwest

EOE/AA

Visit www.lifejobs.org to learn more and apply.

N-5973

West

Experience the Adventure! • Low cost of living

• Salaries from $52,000– $68,000 DOE

• Multicultural experiences

• Medical

• 180 day school year

Occupational Therapists Acute Care/IP Rehab and Outpatient

• Dental

Full-time openings available. Bachelor's degree in Occupational Therapy as well as licensed or eligible for licensure in the state of Indiana required.

• Retirement

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

Your career with the Navajo County ESA is much more than a job, it is an adventure! With great kids, great schools, and time to enjoy all northern Arizona has to offer, we offer an experience unike any other! Visit our website for an application and more information:

www.specialservicesconsortium.com 46

Visit us at Booth 107

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

M-6007

W-5717

www.stanthonymedicalcenter.com APRIL 23, 2012 • WWW.AOTA.ORG

RECOGNIZING CLINICAL EXCELLENCE

“As I help my patients reach their goals Fox helps me reach mine! Mimi Schiller

Fox Physical Therapis

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

Patricia Cheney, MBS, OTR / L, BCG Denise Crowley, OTR / L Marvin Lawson, OTR / L, DRS Fox Rehabilitation clinicians are empowered to make their own treatment decisions, create their own schedule to fit their lifestyle, and capitalize on unique opportunities to advance their career. Fox offers a number of programs and initiatives to enhance clinical excellence.

Fieldwork Education New Graduate Mentor Program Emerging Professionals Program Skills2Care

Driving Rehabilitation Fox University PACE Program LSVT BIG Certification

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

Tim Fox, PT, DPT, GCS Founder & CEO Visit this AOTA Gold Sponsor at Booth 814

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

U-5972

eMpLOYMeNT OppOrTuNiTies Northeast

West

Constellation School Based Therapy & Constellation Home Care have unique and exciting opportunities for Occupational Therapists!

OCCUPATIONAL THERAPISTS Anchorage School District Anchorage, Alaska

Join a dynamic team of 30 OT’s!

Competitive salary • Great benefits $3,000 signing bonus for 2012-2013 school year $2,000 salary supplement for SI or NDT Contact Kate Konopasek at

907-742-6121

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

Home Care OTs

• Caring, compassionate OTs to work with our patients in Upper Fairfield & Lower New Haven Counties • One year home care experience required • Excellent clinical, customer service and communications skills • Part time and per diem positions

POINTS OF LIFE For questions contact Tamsin Bosich, Employment Manager at 203.663.6751 or [email protected]. Apply online at www.constellationhs.com. N-5968

Northeast

W-5824

West

Want an Adventure in Alaska? Immediate vacancies for Occupational Therapists in the Fairbanks, Alaska School District • Up to $5000 relocation costs • Competitive salary & benefits • 190 day contract (summers off!) • Safe schools • No state/sales tax • Permanent fund dividend • Doctoral level state university • Unparalleled outdoor recreational activities • Urban setting • International airport Fairbanks North Star Borough School District 520 5th Avenue • Fairbanks, AK 99701 Ph: (907) 452-2000, ext. 380 Fax: (907) 451-6008 E-mail: [email protected] www.k12northstar.org

W-5867

School Based Therapy OTs

• Paid summer orientation program for School-Based OTs and COTAs • 5 day per week, 6 hour per day paid orientation program beginning July 2012 for 4 weeks • An opportunity to work in conjunction with, and under the supervision of, an experienced school-based OT within a public school system in Fairfield County, Connecticut

Visit us at Booth 1424 Northeast

amazing OT opportunities in

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

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

[email protected] www.theracare.com 48

Visit us at Booth 1138

N-5976

part-time position allentown, pa. Willing to train. www.astorinovisionrehab.com Call Ryan at 610-892-8767

N-5996

Midwest

School-Based OTs—IL Special Ed agency seeks licensed full/part-time OTs for jobs in the Dundee, Aurora, Belvidere, and Rockford areas for the school year beginning August 2012. Competitive salary, excellent benefits, mentoring. New grads welcome. Contact Mary Kolinski, Northwestern Illinois Association, 630-402-2002. Fax resumes to 630-513-1980 or e-mail [email protected]. EOE M-5896 APRIL 23, 2012 • WWW.AOTA.ORG

eMpLOYMeNT OppOrTuNiTies JCHSOTFaculty2012:Layout 2

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4/3/12

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Faculty

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

Jefferson College of Health Sciences (JCHS) in Roanoke, Va. seeks a nine-month faculty member to teach multiple sections of OT at the graduate level for our Master’s of Occupational Therapy Program. Candidates should have minimum of three years' clinical experience as an OT in Physical Disabilities and Rehabilitation (teaching experience preferred). Our college is affiliated with Carilion Clinic, a healthcare organization that is committed to inspiring better health in our communities. JCHS offers numerous associate’s, bachelor’s and master’s degrees. Known for its abundant recreational opportunities, four seasons and stunning mountain views, Roanoke is the ideal place to call home. Visit www.jchs.edu, call Jason Bishop at 540-983-4039 or email [email protected] for more information. Carilion Clinic is an Equal Employment Opportunity/Affirmative Action Employer.

U-5974

F-5991

Visit us at Booth 105 Faculty

Faculty

University of South Alabama DEPARTMENT OF OCCUPATIONAL THERAPY

The Department of Occupational Therapy, University of South Alabama (USA) invites applications for a 12-month Associate or Assistant Professor faculty position available beginning August 2012. USA is a doctoral/ research-intensive institution located in the historic southern city of Mobile on beautiful Mobile Bay close to the Gulf Coast beaches and a short drive to New Orleans. This innovative OT program is organized around occupational performance areas and has an outstanding reputation. Minimum qualifications: Master’s degree is required, doctoral degree in OT or related field is preferred (required for associate professor rank); eligible for licensure in Alabama; and a minimum of 3 years of OT practice experience. Review of applications is ongoing and will continue until the position is filled. Please send CV and names of three individuals who may be contacted for letters of reference to: Dr. Marjorie Scaffa, Department of Occupational Therapy, University of South Alabama, HAHN Bldg. Room 2027, 5721 USA Drive North, Mobile, AL 36688. E-mail mscaffa@ jaguar1.usouthal.edu or call 251-445-9222 for additional information. The University of South Alabama is an Equal Opportunity/Equal Access Employer

F-5967

OT PRACTICE • APRIL 23, 2012

F-5964

49

eMpLOYMeNT OppOrTuNiTies Faculty

Faculty School of Health Professions Department of Occupational Therapy 1 University Plaza, Brooklyn, New York 11201-8423

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

Faculty Positions PEDIATRICS, PHYSICAL DISABILITIES, COMMUNITY PRACTICE ARE YOU a leader or emerging leader in education, research, and practice? Consider joining the faculty of one of the nation’s leading public research institutions. WE NEED: An occupational therapist, with an earned research doctorate (clinical doctorate considered) from an accredited university, and a minimum of 3 years of clinical experience to: (1) develop and sustain an independent/collaborative research agenda; (2) teach in our entry-level professional, postprofessional, and PhD programs. Rank and salary are dependent on qualifications. WE OFFER: Opportunity to work with experienced researchers and doctoral students; an interdisciplinary teaching and research environment, and extensive international opportunities. Pittsburgh is an affordable, progressive and friendly city to live in. TO APPLY: Applications accepted until positions are filled. For information contact Drs. Elizabeth Skidmore ([email protected]) or Ketki Raina ([email protected]). Letter of application, curriculum vitae, and names and addresses of three professional references should be sent to: Christie Jackson, 5012 Forbes Tower, University of Pittsburgh, Pittsburgh PA 15260; (412) 383-6716; [email protected]. The University of Pittsburgh is an Equal Opportunity Employer. F-5965 Faculty

Master in Occupational Therapy Faculty Position Opening College of Saint Mary in Omaha, Nebraska is seeking to fill a 12-month faculty position in the Occupational Therapy Program. The Occupational Therapy program at CSM is a unique combined bachelor’s/master’s program that is growing rapidly. The position will require teaching, advising, committee work, service, and scholarly work. Therapists with experience in pediatrics, research, assistive technology, rehabilitation, and mental health are encouraged to apply. The position begins in mid-summer, 2012. Position Requirements: • Licensed or eligible for licensure in Nebraska • 3 to 5 years of experience with record of exemplary clinical practice • Evidence of commitment to OT and students success • Earned doctorate preferred; Master’s degree will be considered College of Saint Mary delivers graduate-level programs in education, organizational leadership, nursing, and occupational therapy as well as a doctorate in education. A women’s college at the undergraduate level, CSM is co-ed at the graduate level and enrolls approximately 1,100 students. For more information visit the Web site at www.csm.edu/employment/. Send letter of interest describing qualifications and experience along with curriculum vitae and three references to Occupational Therapy Search, Attention: Robyn Kniffen, College of Saint Mary, 7000 Mercy Road, Omaha, NE 68106. College of Saint Mary is an equal opportunity employer. F-5977 50

The Department of Occupational Therapy at Long Island University–Brooklyn Campus is seeking to fill a full-time, tenure-track faculty position. We are seeking a seasoned educator with experience in teaching (in class or online), a well-established research agenda, and experience in student advisement. Candidates with a research focus in health and wellness promotion will be preferred. Qualifications: Qualified applicants will have an earned research doctoral degree and 5 years or more of clinical experience. Eligaibility for state of New York licensure required. The position has a starting date of September 1, 2012. Our department offers high-quality education to students from diverse socio-cultural backgrounds, using innovative teaching pedagogies that integrate theory, evidence based practice, and ongoing clinical experience through community service and fieldwork education. Our faculty is committed to teaching, scholarship, and service to the university and the community. As an Equal Opportunity Employer/Affirmative Action Employer, LIU seeks a diverse pool of applicants. For consideration please forward your letter of interest, Curriculum Vitae, and three letters of references to: Supawadee-Cindy Lee, PhD, OTr/L, Chair, Faculty Search Committee Department of Occupational Therapy Long Island University–Brooklyn Campus 718-780-4332 E-mail: [email protected]

F-6000

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

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Follow AOTA on http://www.aota.org/twitter APRIL 23, 2012 • WWW.AOTA.ORG

eMpLOYMeNT OppOrTuNiTies Region

Faculty School of Health Professions Department of Occupational Therapy 1 University Plaza, Brooklyn, New York 11201-8423

The Department of Occupational Therapy at Long Island University–Brooklyn Campus is seeking to fill two full-time, nontenure-track faculty positions (NTTA). We are seeking educators with experience in teaching (in class or online) and student advisement. We are looking for one educator with expertise in mental health/health and wellness promotion and one educator with expertise in physical disabilities. Qualifications: Qualified applicants will have an earned doctoral degree or would be at the final stage of completion of their doctoral degree. Clinical experience of 5 years or more and eligibility for state of New York licensure required. One of the positions is currently available and the other position has a starting date of September 1, 2012. Our department offers high quality education to students from diverse socio-cultural backgrounds, using innovative teaching pedagogies that integrate theory, evidence-based practice, and ongoing clinical experience through community service and fieldwork education. Our faculty is committed to teaching, scholarship, and service to the university and the community. As an Equal Opportunity Employer/Affirmative Action Employer, LIU seeks a diverse pool of applicants. For consideration please forward your letter of interest, Curriculum Vitae, and three letters of references to: Supawadee-Cindy Lee, Ph.D., OTr/L, Chair, Faculty Search Committee Department of Occupational Therapy Long Island University–Brooklyn Campus 718-780-4332 E-mail: [email protected]

The Department of Occupational Therapy is seeking applications for a 12-month, tenure-track faculty position in the entry-level Master’s of Science program. The Department of Occupational Therapy is a part of the College of Allied Health Sciences (CAHS) that includes programs in biostatistics, communication sciences, physical therapy, rehabilitation sciences, and physician assistant studies. With fewer than 30 students per class, it is housed in new, state-of-the-art facilities. CAHS has a strong working relationship with the ECU Brody School of Medicine, the College of Nursing, the School of Dental Medicine, and the East Carolina Heart Institute offering many opportunities for collaboration in teaching, clinical practice, and research projects. ECU is also an integral part of the Vidant Medical Center, the regional medical center that serves 29 counties. ECU (28,000 students) is located in Greenville, North Carolina, 90 miles from the beautiful beaches of the Outer Banks. Greenville is the cultural, educational, medical, and economic center of Eastern North Carolina. Required Qualifications: An occupational therapist with an earned doctorate in occupational therapy or a related field, at least five years clinical experience, teaching experience in occupational therapy courses, and initiated research interest focused on evidence-based clinical research. Candidates must be eligible for licensure as an occupational therapist in the State of North Carolina. Preferred Qualifications: Expertise in areas such as adult neurological diseases, mental health, or research. Responsibilities: Teaching graduate courses, mentoring and advising graduate students through research projects or theses, actively pursuing scholarly research and funding, and engaging in service at the departmental, college, university, and community levels. The position is currently available. Review of applications will begin 04/19/2012 and continue until the position is filled. Interested candidates should apply to jobs 975006 and 975063 by submitting an online candidate profile, curriculum vitae, a letter of interest, and a list of three references (noting contact information) to www.jobs.ecu.edu. Questions can be directed to Mary W. Hildebrand, OTD, OTR/L at [email protected] or 252-744-6191. Equal Opportunity/Affirmative Action Employer F-5956

Faculty

Assistant Professor/ Academic Fieldwork Coordinator Department of Occupational Therapy F-5999

West

Occupational Therapist Director Eckert, Colorado Colorado Licensed

Horizons Rehabilitation Center is currently looking for a dynamic occupational therapist to join our dedicated multidisciplinary team. Qualified candidates must have current licenses, be team players, preferably experienced in adult inpatient and outpatient rehabilitation and long-term care, and have computer skills. • Competitive salary • Excellent benefits • Strong mentoring and support • Opportunities for professional growth Please apply by submitting your resume to: Fax: 970-835-8560 or E-mail: [email protected] [email protected] W-5960

OT PRACTICE • APRIL 23, 2012

Assistant/Associate Professor Occupational Therapy

The Springfield College Occupational Therapy Program invites applicants for a 9-month full-time appointment as Assistant Professor to start in August 2012. The primary responsibility of this position is to coordinate and administrate the fieldwork components of the OT Program, teach pre and post-fieldwork seminars for students, and provide support for students and clinical supervisors during fieldwork experiences. Qualifications include: A minimum of five years of relevant professional experience and a Master’s degree, initial certification as an occupational therapist, and eligibility for licensure as an occupational therapist in Massachusetts. Teaching experience in higher education and administrative experience in healthcare or human service settings preferred. The OT Department offers a five-year combined baccalaureate and Master’s program and an entry-level Master’s degree program. As part of the School of Health Sciences and Rehabilitation Studies, the OT Program has been successfully accredited by ACOTE since 1991, has ten full and part-time faculty members, and enjoys exceptional teaching and laboratory facilities. To apply, send a letter of intent, current curriculum vitae, and the names, addresses, phone numbers, and email addresses of three professional references to: David J. Miller, PT, PhD, Dean, School of Health Sciences and Rehabilitation Studies, Springfield College, 263 Alden Street, Springfield, MA 01109-3797. Application reviews will begin immediately and continue until position is filled. Springfield College is an equal opportunity employer committed to enhancing diversity and equality in education and employment.

Please visit our website at:

F-5995

www.spfldcol.edu 51

eMpLOYMeNT OppOrTuNiTies Northeast

Patient Care Coordinator Unique opportunity with Compass Healthcare! Established DME provider for 20 years in Cincinnati, OH has an immediate opening to manage our retail facility. Areas of specialization include compression therapy stockings, sleeves, garments and appliances for vascular, lymphedema and burnscar hypertrophy patients. No evenings, no weekends. We offer excellent benefits.

Edited by Noomi Katz, PhD, OTR Foreword by Beatriz Colon Abreu, PhD, OTR/L, FAOTA

For more information, please contact: Lois Dodson—HR Manager @ 314-993-7945 [email protected] www.medicalwest.com N-5997

Northeast

Occupational Therapists Central NJ

• Full-Time, Inpatient • Per Diem, Weekends and/or Weekdays Earn up to $75/hour with frequent weekend coverage. Very flexible hours. Work many or few hours: arrive early or late, or work a split-day.

• Strong interdisciplinary team. • Emphasis on current practice trends. • Opportunities to participate in research and on-site in-services. • Problem solving and support by seasoned therapists.

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

Capital Health is the region’s leader in advanced medicine with significant investments in advanced technologies and the best physicians. • Acute care dual-hospital system with two outpatient hand therapy departments • Level II Trauma Center • Joint Commission stroke-certified

All positions offer:

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

Qualifications: • 1 year of acute care experience preferred. • NJ license or eligible.

BK-249

N-6010

Apply online: www.capitalhealth.org, Job ID #7462 or #8075. EOE 52

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

To order, call 877-404-AOTA, or visit http://store.aota.org/ view/?SKU=1173B APRIL 23, 2012 • WWW.AOTA.ORG

Q &A

uestions and Answers

At Conference this year, you might see some people wearing T-shirts that read “brOT” in shiny green letters. It has nothing to do with sausage. Some people think it’s pronounced brot, as in bratwurst. It’s not. It’s a long “O,” as in “Hey, bro, listen up.” And listening is exactly what the two young men behind brOT are hoping the T-shirts inspire. The shirts are part of the brOT Movement, originally created as a way to draw more men to the profession (which is 91.6% women, according to the 2010 AOTA Workforce Study1). Josh

Springer and Houman Ziai, the Thomas Jefferson University (TJU) occupational therapy students who mobilized brOT, recently chatted with OT Practice associate editor Andrew Waite.

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

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

Springer: Houman [Ziai] and I

PHOTOGRAPH COURTESY OF JOSH SPRINGER AND HOUMAN ZIAI

were in a survey course together, and we read a couple of articles written by [AOTA President] Florence Clark that really looked at how occupational therapy could become more powerful, what it meant to be powerful, and how we could become more diverse. One of the challenges was to create and support initiatives that advocated for the Centennial Vision and the promotion of the profession, and that resonated with me. So it started there. Waite: Tell me about 2011 Student Conclave in Providence, Rhode Island, when you introduced the T-shirts. Springer: They seemed to catch on really quickly. So when it started to catch on, we started thinking, “Well, maybe we can make this something really big.” We talked to Florence Clark about it and decided we are going to go with this and that we would put together a Web site [www.brotmovement.com]. Waite: How are you going to make this into something really big and potentially create scholarships, as it says on your Web site? Springer: Right now we are still in the beginning stages. The big thing that we OT PRACTICE • APRIL 23, 2012

Josh Springer (left) and Houman Ziai (right)

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

Waite: Why do you think it is a movement worth supporting? Ziai: Florence [Clark], when she was first [learning about the movement], noted that she heard a story about an actress’s son who had autism. Previous therapy hadn’t been [as effective as the family had hoped], and then [the son] went to a male occupational therapist and that is what put him over the top. [The male bond] they formed really made the difference. It’s the idea that we need to be as diverse as the populations we work with. Some people are going to be more comfortable with a male; others will be more comfortable with a female or someone of different cultural backgrounds. We need to have that diversity in our profession if we want to best serve our clients. n

Reference 1. American Occupational Therapy Association. (2010). 2010 occupational therapy compensation and workforce study. Bethesda, MD: AOTA Press.

53

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55590, 55816, 55817, 55818 (3/12) ©Seabury & Smith, Inc. 2012 P-5860

Education Article

Earn .1 AOTA CEU

(one contact hour and 1.25 NBCOT PDU). See page CE-7 for details.

An Introduction to Telehealth as a Service Delivery Model Within Occupational Therapy JANA CASON, DHS, OTR/L Associate Professor, Spalding University Louisville, Kentucky Author Acknowledgement The author would like to thank the following individuals for their review of this article: Tammy Richmond, MS, OTR/L, chief operating officer, Ultimate Rehab; Denise Donica, DHS, OTR/L, BCP, assistant professor, East Carolina University; and Marcy Buckner, JD, manager of State Affairs, American Occupational Therapy Association.

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

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

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

LEARNING OBJECTIvES After reading this article, you should be able to: 1. Differentiate between key terms related to telehealth, including eHealth, mHealth, health informatics, telemedicine, and telerehabilitation. 2. Identify the benefits of using a telehealth service delivery model within occupational therapy. 3. Recognize available resources, including official documents and practice guidelines, which can be used to facilitate legal and ethical practice using telehealth technologies.

INTRODUCTION “We are living in a time of rapid and unpredictable change. Advances in knowledge and technology have made our lives more interconnected and complex” (Hinojosa, 2007, p. 629). So began the Eleanor Clarke Slagle Lecture of 2007; 5 years later, these words have even greater significance with the arrival of telehealth as an emerging service delivery model within occupational therapy. APRIL 2012

n

OT PRACTICE, 17(7)

Terms associated with telehealth include eHealth, mHealth, health informatics, telemedicine, and telerehabilitation. eHealth encompasses health-related information and educational resources (e.g., health literacy Web sites and repositories, videos, blogs), commercial products (e.g., apps), and health-related services delivered electronically (often through the Internet) (Oh, Rizo, Enkin, & Jadad, 2005); mHealth concerns the use of mobile devices (e.g., smart phones, electronic tablets) for acquiring health-related information, resources, and services (National Association of County & Government Health Officials, 2012). Health informatics is the use of information technologies for health care data collection, storage, and analysis to enhance health care decisions and improve quality and efficiency of health care services. Under the umbrella of health informatics and a subsegment of telehealth is telemedicine, a term used to describe medical services delivered through communication and information technologies. Similarly, telerehabilitation is the application of communication and information technologies for delivering services by allied health professionals (e.g., occupational therapy practitioners, physical therapy practitioners, speech-language pathologists, audiologists). Evolving Terminology Within Occupational Therapy AOTA broadly defines telerehabilitation to include consultative, preventative, and therapeutic services (AOTA, 2010c). However, shifting terminology has resulted in telerehabilitation often being more narrowly defined in the literature as rehabilitative services targeting individuals with disabilities. As a result, there is increased consensus among experts in the field that a broader term to describe the remote delivery of occupational therapy services is needed, thus the growing preference for the term telehealth. The Centers for Medicare & Medicaid Services and other reimbursement entities and legislators use the term telehealth to refer to health-related

ARTICLE CODE CEA0412

CE-1

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

services provided through technology. Using the same language as these stakeholders may facilitate wider recognition and reimbursement of occupational therapy services provided through telehealth technologies. In Person vs. Face-to-Face Terminology Many authors continue to use the term face-to-face to differentiate an encounter delivered in person from a telehealth encounter. Yet, technically, services using a telehealth model that are provided through interactive videoconferencing technologies can be described as face-to-face because they provide real-time, face-to-face interactions between the client and the practitioner (Mary Ann Liebert, Inc., 2011). Although the term face-to-face is not widely interpreted to include face-to-face encounters provided through telehealth technologies, a broader interpretation is possible without the need to change regulation. This has significant policy implications. The seemingly insignificant differentiation in terminology and its interpretation will likely have greater importance as telehealth becomes a more widely used service delivery model within the allied health professions.

BENEFITS OF TELEHEALTH WITHIN OCCUPATIONAL THERAPy Telehealth supports the profession’s Centennial Vision for occupational therapy to be a powerful, widely recognized, science-driven, evidence-based, globally connected profession with a diverse workforce meeting society’s occupational needs (AOTA, 2006). Telehealth enables occupational therapy practitioners to meet society’s occupational needs through using technology to (1) overcome access barriers to occupational therapy services, (2) consult with expert practitioners with specialized knowledge and skills, and (3) promote continuing care and engagement in occupation within the contexts and environments in which clients live. The benefits of using a telehealth service delivery model within occupational therapy align with the Patient Protection and Affordable Care Act (2010), which is designed to restructure how health care services are delivered, improve health through prevention and wellness initiatives, and facilitate accessible and coordinated health care services (Cason, 2012). Overcoming Access Barriers to Occupational Therapy Services The use of a telehealth service delivery model increased access to care for veterans with traumatic brain injury (TBI; Girard, 2007) and multiple traumas (Bendixen et al., 2008). Telehealth technologies demonstrate potential for the delivery of interventions for individuals experiencing posttraumatic stress disorder (PTSD) and other mental health disorders (Germain, Marchand, Bouchard, Drouin, & Guay, 2009; Gros, Yoder, Tuerk, Lozano, & Acierno, 2011). A telehealth delivery model is also advantageous for conducting ergonomic assessments in situations where a client may be hesitant to disclose a disability and prefers to be assessed CE-2

for work modifications discreetly. Baker and Jacobs (2010) developed a systematic two-step program, the Telerehabilitation Computer Ergonomics System, which allows ergonomically trained health professionals to provide explicit client-specific workstation modification recommendations based on remote assessment. To overcome provider shortages, distance, or other barriers limiting access, occupational therapists may use telehealth technologies to conduct evaluations remotely. Assessments that have been shown to be valid and reliable when administered through telehealth technologies include the Kohlman Evaluation of Living Skills and the Canadian Occupational Performance Measure (Dreyer, Dreyer, Shaw, & Wittman, 2001); the Functional Reach Test and European Stroke Scale (Palsbo, Dawson, Savard, Goldstein, & Heuser, 2007); the Functional Independence Measure, the Jamar Dynamometer, the Preston Pinch Gauge, the Nine Hole Peg Test, and Unified Parkinson’s Disease Rating Scale (Hoffman, Russell, Thompson, Vincent, & Nelson, 2008); and the Functioning Everyday with a Wheelchair—Capacity instrument (Schein et al., 2011). Interview- and observation-based assessments appear most amenable for a telehealth service delivery model. The use of a professional or para-professional to complete measurements requiring in-person assistance is an option. Hoffman et al. (2008) used an in-person assessor to read the dial for strength measurements (Jamar Dynamometer and Preston Pinch Gauge) and convey the measurements to the remote therapist. Similarly, Schein et al. (2011) used an on-site generalist occupational therapist to facilitate a wheeled mobility and seating (WMS) assessment with a remote expert occupational therapist. Schein et al. concluded that telerehabilitation “could improve the quality of WMS and other rehabilitation services, as well as develop the skills and confidence of generalist practitioners in remote rehabilitation clinics” (p. 123). Consult With Practitioners With Specialized Knowledge and Skills Expert consultation through telehealth technologies demonstrates promise for linking practitioners with specialized knowledge to generalist practitioners. Remote consultation may lead to increased access to quality health care services, prevent secondary complications, promote health and quality of life, and build capacity among local practitioners who may have less experience with specific conditions (Hagglund & Clay, 1997; Harper, 2006). A telehealth model is especially beneficial for providing expertise not otherwise available on an interdisciplinary team. In this case, recommendations and services may be carried out by team members who are available to work with the client and/or caregivers within their natural environments under the guidance of the remote expert(s). Harper (2006) highlighted the benefits of this model for conducting team-to-team interdisciplinary telemedicine evaluations for

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Earn .1 AOTA CEU (one contact hour and 1.25 NBCOT PDU). See page CE-7 for details. children with special needs. Benefits included comprehensive parent and professional dialogue and real-time discussion of evaluation results, treatment recommendations, and coordination of care between remote evaluators and local practitioners who would be working directly with the child (Harper, 2006). Telehealth technologies enable individuals with upperextremity prosthetic devices to receive expert consultation and remote device adjustment from the device manufacturer’s prosthetists and occupational therapists. These practitioners share expertise and knowledge with local practitioners in order to enhance the therapeutic outcomes for individuals with newly acquired upper-extremity devices (Whelan & Wagner, 2011). Similarly, individuals with complex spinal cord injuries may experience barriers to accessing practitioners with specialized knowledge when discharged from inpatient rehabilitation facilities. In this case, telehealth technologies afford opportunities for tele-consultation with a practitioner with expertise in the area of spinal cord injuries (Hagglund & Clay, 1997). Through remote consultation with expert practitioners, local practitioners gain new knowledge and skills that may enhance their future practice. Surprisingly, even interventions that are generally thought to be “hands on” in nature may be implemented through a telehealth model. Forducey et al. (2003) used telehealth technologies (videophone) to mentor on-site practitioners in delivering neurodevelopmental treatment (NDT) with a patient post-TBI residing in a long-term-care facility. The participating practitioners were competent therapists who had little or no experience with the NDT approach. The nursing home clinicians indicated that through tele-mentoring, the patient made functional gains beyond what they thought was clinically possible. The practitioners also reported having acquired new treatment skills that would benefit their current and future practice (Forducey et al., 2003). Recognizing that not all occupational therapy services should be delivered through telehealth technologies, further research is needed to determine which occupational therapy assessments and interventions are conducive to a telehealth service delivery model. Promote Engagement in Occupations Within Context Engagement in occupation is an important aspect of health and quality of life. Occupational therapy practitioners evaluate the complex interplay between client factors, activity demands, performance skills, performance patterns, and context and environments influencing occupational performance (AOTA, 2008). Telehealth technologies afford the opportunity to promote engagement in occupations within context and in the environments where clients’ occupations naturally occur (e.g., home, work, school, community). Though not exhaustive, the following cited literature provides an over-

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view of how a telehealth service delivery model can be used to promote engagement in occupations within context. Home and Community Environment Cason (2009) and Kelso, Fiechtl, Olsen, and Rule (2009) described the use of videoconferencing technologies to connect a remote occupational therapist with caregivers and children with special health-care needs participating in early intervention services as mandated by Part C of the Individuals with Disabilities Education Improvement Act of 2004. Kelso et al. (2009) evaluated the usability and feasibility of virtual home visits as measured by parent and interventionist satisfaction with services. Based on the pilot study of four families from a remote area of a large Western state, the authors concluded that virtual home visits are both “feasible and beneficial” (p. 339). Cason (2009) also reported a high level of satisfaction among families participating in a pilot telerehabilitation program. Although the telerehabilitation program described by Cason (2009) used a state-designated telehealth network site, newer and more mobile technologies create opportunities to promote participation within context by implementing telehealth programming where childhood occupations naturally occur (Cason, 2011). Heimerl and Rasch (2009) also designed a telehealth program to deliver evaluation follow-up, therapeutic interventions, and consultation with local practitioners to support therapy outcomes for children receiving early intervention services. In reporting the impact of 224 telerehabilitation encounters that occurred from 2004 to 2006, the authors indicated a high level of satisfaction among parents and providers. The authors concluded that services delivered through telehealth are a viable alternative when in-person services are not available (Heimerl & Rasch, 2009). The home setting is also a natural context to promote engagement in occupations for adults with disabilities. Hermann et al. (2010) evaluated the efficacy of a telehealth service delivery model to implement a functional electrical stimulation (FES) program with an individual >3 years poststroke. The client’s occupation-based, task-specific practice of activities of daily living using a neuroprosthesis was managed through telehealth technologies (computer-based camera and free videoconferencing software). The authors reported that the participant was able to engage in occupations in his own environment as a result of a telehealth service delivery model, thus leading to increased carryover of skills (Hermann et al., 2010). Similarly, Clark, Dawson, Scheideman-Miller, and Post (2002) reported on a case study for an individual poststroke who received rehabilitation services in the home environment through telehealth technologies. Outcomes included a cost-savings analysis indicating caregiver travel savings ($8,217) and caregiver productivity savings ($11,256) over the 17-month tele-intervention period. The authors concluded that using telehealth technol-

ARTICLE CODE CEA0412

CE-3

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

ogies to deliver rehabilitation services in the home environment is a viable option and resulted in improved functional abilities, minimized physical and language impairments, and supported the primary caregiver (Clark et al., 2002). A telehealth model for veterans with polytrauma (Bendixen et al., 2008) and TBI (Girard, 2007) in the home environment has also proven beneficial. Diamond et al. (2003) used learning modules delivered through an Internet-based, interactive tool (e.g., Virtual Rehabilitation Center [VRC]) to deliver education, rehabilitation, and social support services to individuals with TBI. Despite having cognitive impairment, all of the participants learned how to effectively use all of the modules on the VRC (as measured by performance scores). Although the interventions were provided in the home environment, the authors reported on a single case study within the larger study in which the skills learned in the home environment generalized to a community-based activity (Diamond et al., 2003). There is also emerging evidence supporting the use of telehealth to provide therapeutic services and recommendations in the home environment for adults with multiple sclerosis (Finlayson, 2005; Finlayson & Holberg, 2007) and for adults with chronic illness (Bendixen, Horn, & Levy, 2007) and mobility impairments (Hoenig et al., 2006; Sanford et al., 2007). School Environment For children ages 3 to 21 years, a primary occupation is that of student. Verburg, Borthwick, Bennett, and Rumney (2003) described the use of telehealth technologies to support reintegrating students with brain injury into the classroom. In one case study reported by the authors, telehealth technologies enabled a student with a dual diagnosis of mild TBI and paraplegia to overcome his fear of returning to school by using interactive videoconferencing technologies to connect and communicate with his classmates remotely prior to reintegrating into school. Gallagher (2004) reported significant improvement in parent satisfaction in the areas of timeliness, accessibility, availability of school-based evaluations, and ease in accessing the evaluation process when comparing the use of telehealth technologies with an established diagnostic clinic for the purpose of diagnosing attention deficit hyperactivity disorder. Additionally, parent and teacher satisfaction with occupational therapy and/or physical therapy using telehealth technologies were uniformly positive and statistically significant (Gallagher, 2004). Work Environment There are few studies in which telehealth technologies have been used to promote engagement in the context of work. Bruce and Sanford (2006) described the use of telehealth technologies to conduct remote assessments in the work environment. Schmeler, Schein, McCue, and Bretz (2009) CE-4

also described using telehealth technologies for vocational applications. Baker and Jacobs (2010) developed a systematic program to evaluate ergonomic and workstation modifications remotely in order to provide individualized recommendations. Telehealth technologies present opportunities for occupational therapy practitioners to remotely analyze work environments and provide customized recommendations and modifications, education, and training to promote health and eliminate risk factors for injury in the workplace. Summary of the Existing Literature In evaluating the potential benefits of using telehealth technologies for delivering rehabilitation services, the World Health Organization and the World Bank (2011) concluded in their World Report on Disability that “growing evidence on the efficacy and effectiveness of telerehabilitation shows that telerehabilitation leads to similar or better clinical outcomes when compared to conventional interventions” (p. 119). Steel, Cox, and Garry (2011) came to the same conclusion after conducting a systematic review of the literature examining the use of videoconferencing to provide therapeutic interventions for people with chronic conditions. Evidence indicated a high level of patient satisfaction with the delivery method, lower levels of satisfaction among clinical staff than patients, and confirmation that a therapeutic relationship is possible with this service delivery model. While acknowledging a gap in the literature in the area of telerehabilitation for physical conditions, Steel, Cox, and Garry (2011) concluded: Good- and moderate-quality evidence indicated that the clinical outcomes of therapy delivered by videoconferencing (or similar) are equivalent to those delivered inperson. Evidence was found to demonstrate that patient satisfaction with this means of treatment delivery was high, with some people even preferring videoconferencing to in-person contact. (p. 115)

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

TELEHEALTH TECHNOLOGIES The advancement and proliferation of communication and information technologies and ubiquitous devices creates

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Earn .1 AOTA CEU (one contact hour and 1.25 NBCOT PDU). See page CE-7 for details. multiple technology choices for remote service delivery. Telehealth technologies may be classified as synchronous or asynchronous. Synchronous technologies provide real-time, live interaction between the health care provider and the patient/client located at a distant site. Videoconferencing technologies, real-time monitoring devices, and interactive virtual reality are examples of synchronous technologies. In contrast, asynchronous technologies (sometimes referred to as “store-and-forward” technologies) involve recorded data (e.g., video, digital photographs, data from asynchronous monitoring and virtual technology devices, electronic communication). Many technologies for delivering occupational therapy services remotely are commonly used by practitioners in their personal lives. For example, interactive videoconferencing capabilities are becoming increasingly common on mobile devices (e.g., smart phones, electronic tablets). The increased proliferation of technologies in practitioners’ personal lives may result in increased comfort in their use as an extension of practice. However, practitioners must be equally cognizant of the implications of using “off-the-shelf” devices and software for delivering health-related services—namely, the potential compromise of security, privacy, and confidentiality of protected health information. Practitioners must evaluate the risks and benefits of using various technologies prior to considering their use for delivering occupational therapy services remotely. Watzlaf, Moeini, and Firouzan (2010) and Watzlaf, Moeini, Matusow, and Firouzan (2011) provided excellent information and a useful checklist to assist practitioners in conducting a risk analysis in the areas of privacy, security, and HIPAA compliance for Voice over Internet Protocol (VoIP) videoconferencing software (e.g., Skype, Facetime). If practitioners and health care organizations determine that the risk associated with free or lowcost VoIP software is too great, there is VoIP software built specifically for telehealth purposes that may provide a higher level of security and privacy. Regardless of the technology used, it is incumbent on the practitioner to understand the ethical and legal implications associated with using a telehealth service delivery model. In addition to concerns with privacy, security, and confidentiality of protected health information, barriers include the limited interoperability of devices, inadequate technology infrastructure, inaccessibility of some technology for persons with disabilities, and end-user (practitioner and client) inexperience and discomfort with technology.

ETHICAL AND LEGAL CONSIDERATIONS Practitioners using telehealth as a service delivery model within occupational therapy must ensure that the services rendered remotely are of the same professional, legal, and ethical standards as services provided in person. Clinical reasoning guided by existing evidence should be used to APRIL 2012

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

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

ARTICLE CODE CEA0412

CE-5

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

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

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

REFERENCES American Occupational Therapy Association. (2006). The road to the centennial vision. Retrieved from http://www.aota.org/News/Centennial.aspx American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd ed.). American Journal of Occupational Therapy, 62, 625–683. doi:10.5014/ajot.2008.62.6.625 American Occupational Therapy Association. (2010a). Occupational therapy code of ethics and ethics standards. American Journal of Occupational Therapy, 64, S17–S26. doi:10.5014/ajot.2010.64S17 American Occupational Therapy Association. (2010b). Standards of practice for occupational therapy. American Journal of Occupational Therapy, 64, S106– S111. doi:10.5014/ajot.2010.64S106 American Occupational Therapy Association. (2010c). Telerehabilitation position paper. American Journal of Occupational Therapy, 64, S92–S102. doi:10.5014/ajot.2010.64S92 American Telemedicine Association. (2011). 2011 Telemedicine policy priorities. Retrieved from http://www.americantelemed.org/files/public/policy/ 2011%20Policy%20Priorities.pdf Baker, N., & Jacobs, K. (2010). Tele-ergonomics: A novel approach to computer workstation ergonomic assessment and modification. Paper presented at the Human Factors and Ergonomics Society Annual Conference, San Francisco. Bendixen, R., Horn, K., & Levy, C. (2007). Using telerehabilitation to support elders with chronic illness in their homes. Topics in Geriatric Rehabilitation, 23(1), 47–51. Bendixen, R., Levy, C., Lutz, B., Horn, K., Chronister, K., & Mann, W. (2008). A telerehabilitation model for victims of polytrauma. Rehabilitation Nursing, 33, 215–220. Brennan, D., Tindall, L., Theodoros, D., Brown, J., Campbell, M., Christiana, D.,…Lee, A. (2011). ATA standards and guidelines: A blueprint for telerehabilitation guidelines. Telemedicine and e-Health, 17, 662–665. doi: 10.1089/ tmj.2011.0036 Bruce, C., & Sanford, J. A. (2006). Development of an evidence-based conceptual framework for workplace assessment. Work, 27, 381–389. CE-6

Cason, J. (2009). A pilot telerehabilitation program: Delivering early intervention services to rural families. International Journal of Telerehabilitation, 1(1), 29–37. Cason, J. (2011). Telerehabilitation: An adjunct service delivery model for early intervention services. International Journal of Telerehabilitation, 3(1), 19–28. doi:10.5195/ijt.2011.6071 Cason, J. (2012). Telehealth opportunities in occupational therapy through the Affordable Care Act. American Journal of Occupational Therapy, 66, 131–136. doi:10.5014/ajot.2012.66131 Cason, J., & Brannon, J. A. (2011). Telehealth regulatory and legal considerations: Frequently asked questions. International Journal of Telerehabilitation, 3(2), 15–18. doi:10.5195/ijt.2011.6077 Clark, P., Dawson, S., Scheideman-Miller, C., & Post, M. (2002). TeleRehab: Stroke teletherapy and management using two-way interactive video. Neurology Report, 26, 87–93. Diamond, B., Shreve, G., Bonilla, J., Johnston, M., Morodan, J., & Branneck, R. (2003). Telerehabilitation, cognition and user-accessibility. NeuroRehabilitation, 18, 171–177. Dreyer, N., Dreyer, K., Shaw, D., & Wittman, P. (2001). Efficacy of telemedicine in occupational therapy: A pilot study. Journal of Allied Health, 30, 39–42. Finlayson, M. (2005). Pilot study on an energy conservation education program delivered by telephone conference call to people with multiple sclerosis. Neurorehabilitation, 20, 267–277. Finlayson, M., & Holberg, C. (2007). Evaluation of a teleconference-delivered energy conservation education program for people with multiple sclerosis. Canadian Journal of Occupational Therapy, 74, 337–347. doi: 10.2182/ cjot.06.0018 Forducey, P., Ruwe, W., Dawson, S., Scheideman-Miller, C., McDonald, N., & Hantla, M. (2003). Using telerehabilitation to promote TBI recovery and transfer of knowledge. NeuroRehabilitation, 18, 103–111. Gallagher, T. (2004). Augmentation of Special-Needs Services and Information to Students and Teachers: “ASSIST”—A telehealth innovation providing schoolbased medical interventions. Hawaii Medical Journal, 63, 300–309. Germain, V., Marchand, A., Bouchard, S., Drouin, M. S., & Guay, S. (2009). Effectiveness of cognitive behavioural therapy administered by videoconference for posttraumatic stress disorder. Cognitive Behaviour Therapy, 38(1), 42–53. Girard, P. (2007). Military and VA telemedicine systems for patients with traumatic brain injury. Journal of Rehabilitation Research & Development, 44, 1017–1026. Gros, D. F., Yoder, M., Tuerk, P. W., Lozano, B. E., & Acierno, R. (2011). Exposure therapy for PTSD delivered to veterans via telehealth: Predictors of treatment completion and outcome and comparison to treatment delivered in person. Behavior Therapy, 42, 276–283. Hagglund, K., & Clay, D. L. (1997). Rural healthcare initiatives in spinal cord injury. American Rehabilitation, 23(1), 2–6. Harper, D. (2006). Telemedicine for children with disabilities. Children’s Health Care, 35(1), 11–27. Heimerl, S., & Rasch, N. (2009, September). Delivering developmental occupational therapy consultation services through telehealth. Developmental Disabilities Special Interest Section Quarterly, 32(3), 1–4. Hermann, V., Herzog, M., Jordan, R., Hofherr, M., Levine, P., & Page, S. (2010). Telerehabilitation and electrical stimulation: An occupational-based, clientcentered stroke intervention. American Journal of Occupational Therapy, 64, 73–81. doi:10.5014/ajot.2010.6473 Hinojosa, J. (2007). Becoming innovators in an era of hyperchange. American Journal of Occupational Therapy, 61, 629–637. doi:10.5014/ajot.61.6.629 Hoenig, H., Sanford, J., Butterfield, T., Griffiths, P., Richardson, P., & Hargraves, K. (2006). Development of a teletechnology protocol for in-home rehabilitation. Journal of Rehabilitation Research & Development, 43, 287–298. Hoffman, T., & Cantoni, N. (2008). Occupational therapy services for adult neurological clients in Queensland and therapists’ use of telehealth to provide services. Australian Occupational Therapy Journal, 55, 239–248. doi:10.1111/j.1440-1630.2007.00693.x Hoffman, T., Russell, T., Thompson, L., Vincent, A., & Nelson, M. (2008). Using the Internet to assess activities of daily living and hand function in people with Parkinson’s disease. NeuroRehabilitation, 23, 253–261. Individuals with Disabilities Education Improvement Act of 2004. Pub. L. 108-446. Kelso, G., Fiechtl, B., Olsen, S., & Rule, S. (2009). The feasibility of virtual home

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Earn .1 AOTA CEU (one contact hour and 1.25 NBCOT PDU). See below for details. visits to provide early intervention: A pilot study. Infants & Young Children, 22, 332–340. Mary Ann Liebert, Inc. (2011, December 20). Telemedicine and e-Health news alert: Collaboration enables remote face-to-face visits by nurses. Retrieved from http://www.telemedicinealerts.com/Archives/2011/Dec_11/Dec_20_11. html National Association of County & Government Health Officials. (2012). Glossary of public health informatics organizations, activities, and terms. Retrieved from http://www.naccho.org/topics/infrastructure/informatics/glossary.cfm Oh, H., Rizo, C., Enkin, M., & Jadad, A. (2005). What is eHealth: A systematic review of published definitions. Journal of Medical Internet Research, 7(1), e1. doi:10.2196.jmir.7.1.e1 Palsbo, S. E., Dawson, S. J., Savard, L., Goldstein, M., & Heuser, A. (2007). Televideo assessment using Functional Reach Test and European Stroke Scale. Journal of Rehabilitation Research & Development, 44, 659–664. Patient Protection and Affordable Care Act. Pub. L. 111-148. Sanford, J., Hoenig, H., Griffiths, P., Butterfield, T., Richardson, P., & Hargraves, K. (2007). A comparison of televideo and traditional in-home rehabilitation in mobility impaired older adults. Physical and Occupational Therapy in Geriatrics, 25(3), 1–18. Schein, R. M., Schmeler, M. R., Holm, M., Parmuka, M., Saptono, A., & Brienza, D. (2011). Telerehabilitation assessment using the Functioning Everyday with a Wheelchair-Capacity instrument. Journal of Rehabilitation Research & Development, 48, 115–124. Schmeler, M., Schein, R., McCue, M., & Bretz, K. (2009). Telerehabilitation and clinical applications: Research, opportunities, and challenges. International Journal of Telerehabilitation, 1(1), 59–72. doi:10.5195/IJT.2009.6014 Steele, K., Cox, D., & Garry, H. (2011). Therapeutic videoconferencing interventions for the treatment of long-term conditions. Journal of Telemedicine and Telecare, 17, 109–117. Stout, K. A., & Martinez, K. (2011). Telehealth forging ahead: Overcoming barriers in licensure to improve access to care for service members. International Journal of Telerehabilitation, 3(2), 23–25. doi:10.5195/IJT.2011.6081 Telehealth Advancement Act of 2011. Retrieved from http://www.leginfo.ca.gov/ pub/11- 12/bill/asm/ab_0401-0450/ab_415_bill_20111007_chaptered.pdf U.S. Department of Health and Human Services. (n.d.). What are the reimbursement issues for telehealth. Retrieved from http://www.hrsa.gov/healthit/ toolbox/RuralHealthITtoolbox/Telehealth/whatarethereimbursement.html U.S. Department of Health and Human Services. (2009). Fact sheet: Telehealth services. Retrieved from http://www.telemedicine.com/pdfs/TelehealthSrvcs fctsht.pdf Verberg, G., Borthwick, B., Bennett, B., & Rumney, P. (2003). Online support to facilitate the reintegration of students with brain injury: Trials and errors. Neurorehabilitation, 18, 113–123. Watzlaf, V., Moeini, S., & Firouzan, P. (2010). VoIP for telerehabilitation: A risk analysis for privacy, security, and HIPAA compliance, Part I. International Journal of Telerehabilitation, 2(2), 3–14. doi:10.5195/ijt.2010.6056 Watzlaf, V., Moeini, S., Matusow, L., & Firouzan, P. (2011). VoIP for telerehabilitation: A risk analysis for privacy, security, and HIPAA compliance, Part II. International Journal of Telerehabilitation, 3(1), 3–10. doi:10.5195/ ijt.2011.6070 Whelan, L., & Wagner, N. (2011). Technology that touches lives: Teleconsultation to benefit persons with upper limb loss. International Journal of Telerehabilitation, 3(2), 19–22. doi:10.5195/ijt.2011.6080 World Health Organization & World Bank. (2011). World report on disability. Retrieved from http://whqlibdoc.who.int/publications/2011/9789240685215_ eng.pdf

How To Apply for Continuing Education Credit A. After reading the article An Introduction to Telehealth as a Service Delivery Model Within Occupational Therapy, register to take the exam online by either going to www.aota.org/cea or calling toll free 877-404-2682. B. Once registered you will receive your personal access information within 2 business days and can log on to www.aota-learning. org to take the exam online. You will also receive a PDF version of the article that may be printed for personal use. C. Answer the questions to the final exam found on p. CE-8 by April 30, 2014. D. Upon successful completion of the exam (a score of 75% or more), you will immediately receive your printable certificate.

Final Exam

CEA0412

An Introduction to Telehealth as a Service Delivery Model Within Occupational Therapy April 23, 2012 To receive CE credit, exam must be completed by April 30, 2014. Learning Level: Entry Level Target Audience: Occupational therapists and occupational therapy assistants Content Focus: Telehealth 1. As it relates to occupational therapy, which term best describes the application of evaluative, consultative, preventative, and therapeutic services delivered through communication and information technologies? A. Telehealth B. Telemedicine C. Telerehabilitation D. Tele-occupational therapy 2. Which term best conveys the use of a “traditional” service delivery model in contrast to services provided remotely? A. Face-to-face B. Direct C. In-person D. Consultative continued

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ARTICLE CODE CEA0412

CE-7

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

3. Which benefits are associated with the use of a telehealth service delivery model within occupational therapy? A. Overcome access barriers to occupational therapy services B. Consult with practitioners with specialized knowledge and skills C. Promote engagement in occupations within context D. All of the above 4. According to the research cited, which “hands-on” treatment approach was effectively delivered using telehealth technologies and telementoring? A. Rood sensorimotor approach B. Neurodevelopmental treatment C. Constraint-induced movement therapy D. Proprioceptive neuromuscular facilitation 5. Which notable organization concluded that using telerehabilitation leads to similar or better clinical outcomes when compared to conventional interventions? A. World Health Organization B. American Telemedicine Association C. American Occupational Therapy Association D. World Federation of Occupational Therapy 6. Which term best describes telehealth technologies that permit real-time interactions between a health care provider and a client who is located at a distant site? A. Virtual B. Synchronous C. Asynchronous D. Store and forward 7. Which type of telehealth technology involves recorded data, including digital photographs, video, and other forms of archived data? A. Virtual B. Haptic C. Synchronous D. Asynchronous

9. In addition to the Department of Defense and Veterans Administration, which entities may provide reimbursement for select occupational therapy services provided through a telehealth service delivery model? A. Medicare, Medicaid, and private insurance B. Medicaid, private pay by individuals and organizations, and Medicare C. Private pay by individuals and organizations, private insurance, and Medicaid D. Medicare, Medicaid, private insurance, and private pay by individuals and organizations 10. Which assessments related to occupational therapy have been validated for delivery through telehealth technologies? A. Kohlman Evaluation of Living Skills, Canadian Occupational Performance Measure, and Functional Independence Measure B. Jamar Dynamometer, Preston Pinch Guage, Nine Hole Peg Test, and Functioning Everyday with a Wheelchair–Capacity C. Functional Reach Test, Unified Parkinson’s Disease Rating Scale, and European Stroke Scale D. All of the above 11. Which federal entity excludes occupational therapy practitioners as eligible providers of telehealth services? A. Medicaid B. Medicare C. Department of Defense D. Veterans Administration 12. Which AOTA official document provides administrative, clinical, technical, and ethical principles associated with the use of telehealth? A. Telerehabilitation Position Paper B. A Blueprint for Telerehabilitation Guidelines C. Standards of Practice for Occupational Therapy D. Occupational Therapy Code of Ethics and Ethics Standards (2010)

8. Which term best describes occupational therapy practitioners’ use of health literacy Web sites, health-related applications (apps), health videos, and blogs to obtain and disseminate health-related information? A. mHealth B. eHealth C. Telehealth D. Telerehabilitation

CE-8

ARTICLE CODE CEA0412

APRIL 2012

n

OT PRACTICE, 17(7)