Occupational Therapy, spring 2014 1

Department of Occupational Therapy

One in three children in South Africa will be orphaned by 2015, according to Tremendous Hearts, a Boston non-profit organization established in 2008. Through

Tremendous Hearts, volunteers from many professions, includ-ing occupational therapy, work in South Africa’s Cape Town and surrounding areas serving in children’s homes and other agen-cies that care for orphaned and vulnerable children, especially those suffering from the effects of HIV/AIDS, abuse, and pov-erty. Prevalent cultural beliefs in South Africa lead some to think that children with physical disabilities are a curse on the family and many of these children are left to die. In addition, many of the dedicated South African caregivers working with these children are often victims of abuse and have limited education, themselves. According to Tremendous Hearts board member and Tufts alumna Charlotte Heim, MA, OTR/L, (’03), occupational thera-pists have the unique training to assess needs, work within the cultural context, and teach caregivers the skills needed to sup-port vulnerable children today and in the future. Unlike some “volun-tourism” organizations—which send volunteers to countries in need for a few weeks or a month—Tremendous Hearts is based on a long-term model, engaging volunteers for at least 11 months. “Our model is quickly becom-ing the ‘gold standard’ in the Cape Town area because our vol-unteers provide sustainable change and do not drain organiza-tions’ resources,” Heim says. Skilled volunteers work for several months with a partnering South African agency to put systems in place that will help improve children’s lives. Volunteers may receive scholarships, fundraise, or contribute some of their own costs. One such volunteer, alumna Katrina Luthy-Kaplan, MS, OTR/L (’09), spent six months in Africa working in Sibongile, a care center for children with cerebral palsy, and Nonceba, a pediatric rape crisis center. From March to August, 2013, she worked in Khayelitsha, a township near Cape Town, and pro-vided services such as creating standard preventative health measures, assisting with wound care, manual therapy, and train-ing staff on engaging children in developmentally appropriate activities. “Although six months initially seemed like an exten-sive commitment, while I was in South Africa, I repeatedly saw

why sustainable change in a foreign country takes so much time,” Luthy-Kaplan says. Her daily work routines changed constantly—and in a typi-cally African style. “I had to learn to slow down to ‘Africa Time’ and collaborate with my co-workers to be sure that the plans I was implementing would be feasible long-term.” For example, during her time at Sibongile, Luthy-Kaplan hoped to improve the center’s technique for tube-feeding the children. She quickly realized, however, that due to cultural perspectives around the use of medical equipment, the super-visors at Sibongile did not agree with her ideas. “I deferred to them (my supervisors),” she says. “I learned that such ingrained cultural perceptions could not be changed in just a few training sessions with me. We were far more successful when making little changes within the cultural construct, rather than try for a medical overhaul to fit Western ‘best practice.’” According to Heim, the biggest challenge for volunteers is spending enough time in South Africa to work effectively with the people there. A full-time occupational therapist who has also been a guest speaker and fieldwork supervisor for Tufts, Heim says that in order for volunteers to be of service to African chil-dren, they must be skilled, mature, possess depth of knowledge, and be willing to commit to at least 11 months in the country. That’s why occupational therapists are such a good fit for Tre-mendous Hearts. “Someone coming from another culture must be immersed in South Africa long enough to be able to under-stand the cultural context,” she says. “‘Working in context’ is a

Tufts OTs Give Their Hearts to Africa

Africa, continued on page 3

Tufts Unversity’s Historic Boston School of Occupational Therapy

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2 Occupational Therapy, spring 2014

I am pleased to be writing to you as the new chair of the Department of Occupational Therapy. As I settle into this new position, I am continually impressed with the level

of engagement and scholarship seen in both our students and faculty. Tufts remains a top occupational therapy pro-gram that graduates occupational therapists who are cur-rent on the latest professional and inter-professional trends and research, have a deep understanding of evidence-

based practice and clinical reasoning, and are committed to innovation in the field. Our many students and alumni who are performing global service work—a few of whom are featured in this issue—offer testament to the Tufts mission of active citizenship and engagement. Our faculty, too, are focused on solving complex, real-world problems and helping people to participate in

meaningful activities and achieve a better quality of life across the lifespan. For instance, new professors Keren Ladin and Jennifer Harney specialize in pressing issues such as health disparities and how social networks may play a role (Dr. Ladin) and concussion awareness (Dr. Har-ney). Their important work is described later. Long-time faculty member and former chair Linda Tickle-Degnen recently received multi-year grants from the National Institutes of Health and the National Science Foun-dation for her interdisciplinary studies of social self-man-agement and communication in patients with Parkinson’s

disease. I also recently received a multi-year interdisciplin-ary grant focused on social participation of teens with trau-matic brain injury from the National Institute on Disability and Rehabilitation Research. These and many other studies and collaborative projects illustrate the interdisciplinary nature of our work and the strength of occupational therapy to truly make an important difference in people’s lives. Our work is clearly at the heart of the University’s T-10 (10-year) strategic plan (http://strategicplan.tufts.edu/wp-content/uploads/Tufts-Strategic-Plan-Full-Report-web.pdf). This year, we will be looking even more closely at our strength as a program to create impact and drive innova-tion. As part of our comprehensive Accreditation Commis-sion of Occupational Therapy Education (ACOTE) self-study review, we are now fully engaged in examining our curricu-lum, programs, and strategic initiatives and will be solicit-ing feedback from students, faculty, staff, fieldwork educa-tors, and alumni. This is an exciting time—and we welcome your input as we continually strive to graduate students who are on the cutting edge in their field. In the months ahead, I look forward to hearing from you—our alumni, colleagues, and friends—and to putting forth some long-term goals for the department. For now, I’d like to thank outgoing chair Linda Tickle-Degnen for her out-standing service; I am honored to follow in her footsteps.

Gary Bedell, PhD, OTR, FAOTAChair

MESSAGE FROM THE CHAIR

Masters student Jennifer Iassogna (’14, A ’11) always knew she had a passion for helping children; yet it wasn’t until

she worked at a camp for those on the autism spectrum that she discovered occupational therapy. At Aspire summer camp, Jennifer observed an occupational therapist working with these children with special needs. A child development major at Tufts, Jennifer knew she didn’t want to be a teacher. Occupational therapy offered an alternative. “I realized there are different ways to teach kids, not just academically, but in other ways that help them be successful,” she says. Her interest in children with special needs has been the guiding force behind Jennifer’s most fulfilling masters research. A group project with Dr. Gary Bedell studying 600 children participating in home, school, and community living activities revealed that all the children had greater participation in their home and school environments than in their communities, regardless of their diagnosis. Jennifer says this research raises the

question: “As therapists, where do we go next? Do we put more support into the community or are the laws being mandated for home and school-based services really working?” This group project helped inspire Jennifer’s masters thesis entitled Children’s Social Partici-pation in an Inclusive Classroom. Through observations and psychometrics, she developed a tool for use in schools called the Social Participation Observation Tool, or SPOT. This tool considers both children’s behavior and the environment to determine what supports and/or barriers might influence a child’s participation in the classroom. This past fall, Jennifer completed her Level II fieldwork in the Cambridge public school system, working with both typically

Newtown Native Jennifer Iassogna Goes Home to Help

Jennifer Iassogna, ’14, A ’11

Occupational Therapy, spring 2014 3

very ‘OT’ notion,” she explains. Alumna Samantha Evans Moore (’13) agrees. In 2010, Moore spent six weeks working in a Tanzanian pre-school through an organization called International Volunteer Headquarters. Having visited Tanzania before, Moore had fallen in love with the African people and culture and wanted to put her interest in occupational therapy and community service to work. One of her volunteer placements was at Positive Steps in Arumeru (POSA), a group for children ages two through seven who are orphaned or have families affected by HIV/AIDS. Moore has since been back to Tanzania twice, as recently as spring 2013. With her current training as an OT, she feels she brings a unique perspective to a country that needs help caring for those with disabilities. “There are very few special needs programs in Africa, and there are only four occupational therapists in Tanza-nia among a population of 10 million,” she says. Moore believes that this dearth of services is probably due in part to a pervasive view in Africa that those with disabilities can not be active, participating members of society. Like at Tremen-dous Hearts, Moore emphasizes the importance of encouraging African citizens to sustainably care for those with special needs.

“It’s not just about bringing occupational therapists over to Africa, but about teaching others how to use occupational ther-apy practices. People in Tanzania are very helpful and loving but culturally, they don’t understand that someone with a disability can participate in life,” she says. “I think occupational therapists are uniquely suited to help change this perception.” That’s why Moore, along with her husband Robert, have cho-sen to continue their relationship with POSA and other schools near Arusha, Tanzania. For the past two years, they have improved the infrastructure of POSA by building desks, renting classrooms, and employing English-speaking teachers and even family mem-bers at the schools. Moore’s primary focus is getting POSA chil-dren into higher-level education through sponsors; 15 students have already been placed in private schools. The couple has also helped provide students with basic medical care through frequent visits to a nearby clinic. The Moores are also working to set up a non-profit organiza-tion called Africair Foundation, which will sponsor schools in need and research the role of occupational therapy education in developing countries. Moore hopes to continue her focus on the international education of occupational therapists through future educational endeavors and volunteer efforts. She says her “dream job” would be setting up clinics and rehabilitation pro-grams for children abroad. Like Moore, volunteer Luthy-Kaplan has found that despite cultural and language barriers, working as an occupational therapist in Africa has not only helped others but also “provided invaluable lessons about how to communicate cross-culturally and develop intervention plans that are completely client-based and sustainable,” she says. Heim agrees that there is indeed symbiosis between the focus of occupational therapy and the needs of the underserved chil-dren of South Africa: “The frameworks of our profession encom-pass all areas of occupation, including education, self-care, and play. We work to empower caregivers and clients within their own cultural and social context. That’s a perfect fit for occupa-tional therapists,” she says.

Tremendous Hearts is currently accepting applications for funded volunteer opportunities. For more information visit, http://www.tremendoushearts.org.

Africa, continued from page 1

developing children and those with special needs. Jennifer says she loves being in the field and working side by side with profes-sionals who “truly celebrate diversity and focus on inclusion.” Jennifer’s work in schools has been heartbreaking as well as rewarding. After the Newtown, Connecticut, shooting at Sandy Hook Elementary School last December, Jennifer, a native of Newtown, knew she wanted to help. After completing her finals at Tufts, she went back to her hometown to work with local occupa-tional therapists who were moving into a new elementary school. Jennifer assisted with setting up equipment, cleaning, and organiz-ing materials to help the children feel as comfortable as possible after the shooting. “It was a crazy experience being there when the kids got to see their new school,” Jennifer says. “On a selfish level, I felt that I was actually doing something to help my community. It was good to be a part of that.” Throughout her work in Newtown, Jennifer was buoyed by the many opportunities she had to “work with professional occupational therapists and to see everyone come together as a community.” When Jennifer completes her Level II fieldwork at the Koomar Center and receives her masters in May, she hopes to continue working in schools and, down the road, in a sensory integration clinic. Ever since Aspire, however, Jennifer’s first love has been with kids with autism. “If I could work in only one population, it would be with those ‘on the spectrum.’ They’re so lovable and so kind. The work is hard, and challenging, but it’s always worth it,” she says.

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4 Occupational Therapy, spring 2014

MEET OUR NEW FACULTY

Jessica Harney, DPT, OT, offers the unique perspective of being both a healthcare management professional and a clini-

cian in her clinical reasoning, health conditions, and health and community systems courses at Tufts.With experience in both acute inpatient and outpatient settings, as well as extensive work in hospital and rehabilitation administration, Harney “brings a fresh mind to the issues of not just patient care but also health-care systems in the United States,” she says. A full-time lecturer, Harney holds a BS in occupational therapy from Boston University and a doctorate of physical therapy from MGH Institute of Health Professions. Harney believes her experience in both occupational and physical therapy has given her a more holistic understanding of patients and made her a better teacher. “Coming into the classroom, I don’t separate the two professions. I’m a healthcare provider, and both PT and OT are within my ‘walls.’ When I take the holistic framework of occupational therapy and add it to the medical model of physical therapy, it makes my ability to work with patients that much stronger,” she says. Harney has worked in occupational and physical therapy as both a clinician and educator at New England Baptist Hos-pital, MGH Institute of Health Professions, and North Shore Children’s Hospital. Her areas of interest include orthopedics and sports medicine for young athletes, as well as health promo-tion programs for children, adolescents, and adults. As director of rehabilitation services at Hallmark Health Systems, Harney helped create a concussion awareness program for athletes, parents, trainers, teachers, and medical staff. With support from Hallmark’s official partner, the Boston Bruins, the hospital was able to purchase a widely used and scientifically validated computerized concussion testing system called ImPACT for its ambulatory sites. ImPACT will help these satellite sites more accurately diagnose and treat concussions.“This program is an example of how OTs can take something within a medical model and bring it back into the community,” she says. Harney is also especially proud of her volunteer involvement with the International Paralympics and Disabled Sports USA, which focuses on improving the lives of people with disabilities through physical fitness. As a medical classifier, Harney uses her background in the healthcare professions to assess athletes’ physical disabilities. “The goal is to help ensure that everyone is playing on an equal playing field,” she says.

Whether it’s helping disabled skiers navigate the slopes or post-concussion patients rehabilitate safely at home, Harney sees the focus on function and health in the community as a growing trend in today’s healthcare system. “More and more, we have to look beyond acute treatment and instead look at what we deliver to people as a community. We must tie this information into health promotion and community systems. I believe this is going to be a huge area of growth for occupational therapy,” she says.

Keren Ladin, PhD, MSc

Although she’s not an occupational therapist by training, Professor Keren Ladin, PhD, MSc, appreciates the interdis-

ciplinary nature of occupational therapy and health policy. She has centered her work on the health care needs and behaviors of susceptible popula-tions, with a specific focus on socioeconomic and racial disparities in transplantation, mental health treatment, aging, and immigrant health. At Tufts, Ladin teaches courses in health policy, research meth-ods, public health ethics, health disparities, and medical ethics; she also directs Tufts’ Research on Ethics, Aging, and Community Health (REACH) Lab. She holds an AB from the University of Chicago, an MSc from the Harvard School of Pub-lic Health, and a PhD in Health Policy and Ethics from Harvard University. In 2011, she was elected to the Ethics Committee for the United Network on Organ Sharing. Before coming to Tufts, Ladin was a senior research associate at the Beth Israel Deaconess Medical Center in Boston, where she developed a study to differentiate ethnic and racial dispari-ties in renal transplants. “This research incorporated my interests in ethics, social science, and health,” Ladin says. “It’s social science research but the questions are very normative, such as ‘what’s fair in transplantation?’ ‘Should severe cases get priority?’” Ladin’s other studies have examined the mobility of social networks in gathering support for organ donation; the influence

Occupational Therapy, spring 2014 5

ALUMNI CORNER

Stephanie Foster, MS, OTR/L, PhD, (BSOT ’88) views her career as an occupational therapist as providing the perfect

balance of work and play. In her private pediatric practice, Kid’s Work Pediatric Occupational Therapy (http://www.kidswork.biz), Foster helps children improve their cognitive, sensory motor, fine motor, and gross motor skills. She works with a broad range of children, including those with attention deficit disorders, sensory processing disorders, autism spectrum dis-orders, prematurity, developmental delays, and prenatal drug exposure. Based out of her home in Santa Maria, California, Kid’s Work offers individualized occupational therapy, an intensive sensory-based summer handwriting camp, and family counsel-ing. “Working privately allows me to ask hard questions and get reconnected to parents,” Foster says. “You can’t do that as easily in the classroom.” As a former ROTC and wife of Jim Foster (E ’88), a lieuten-ant colonel in the U.S. Air Force Guard, Foster has worked as an occupational therapist all over the world. Her first Army OT position was in an inpatient psychiatric unit in Aurora, Colo-rado. Her second duty assignment was in Stuttgart, Germany, where she worked with American children in the Department of Defense School’s Exceptional Family Member Program (EFMP) and provided diagnostic and treatment services. While her hus-band was stationed at the Misawa Air Force base in Japan, Foster continued working in EFMP and provided rehabilitative services to active duty soldiers and their families. Foster enjoyed working overseas, noting “occupational therapists internationally have a lot of respect for what we do in the U.S.” In between her world-wide travel and work as an occupa-tional therapist, Foster continued her education in the field.

She earned an MS in occupational therapy from Boston University in 1994, and a PhD in prenatal and perinatal psychology from the Santa Barbara Graduate Institute in 2011. She is the author of numer-ous publications on a range of topics related to child development and special needs and has received numerous awards. In 2012, she was honored with the Tri-County GATE (Gifted and Talented Education) Council Award for Dedication to Gifted Education in Ventura, California. Although Foster has worked in a range of jobs, she likes the feeling of closeness that Kid’s Work provides her and the families with whom she works. She feels that in a clinical setting run out of her home, she can accomplish more and better targeted thera-pies to meet individual needs. Foster believes the most significant lesson learned from occupational therapy is the balance it provides between work, rest, and play. “I have a deep passion for my professional work,” she says. “Tufts got me started on the road to really enjoying research and clinical work. Now I get to work out of my home, for myself, and play in my work.”

Stephanie Foster Finds Balance in Occupational Therapy

Stephanie Foster, MS, OTR/L, PhD

of socioeconomic status and medical disparities in living-donor kidney transplantation; and predictors of late-life depression in migrant workers. This past summer, she received significant recognition for an article she co-wrote with Douglas Hanto, MD, PhD in the New England Journal of Medicine about the Sarah Murnaghan case. Murnaghan, a critically ill 10-year-old, was refused a lung transplant because she was not old enough to receive an organ from a donor older than 12. In Rationing Lung Transplants—Procedural Fairness in Allocation and Appeals, Ladin and Hanto explored the medical and ethical issues surrounding the case and others like it.

Ladin believes “we must refocus the debate of blame and responsibility when it comes to addressing patients’ health and surgical needs.” In the classroom, she encourages her students to think this way also—to look beyond individual patients and consider how each one influences the general population. “We look at a range of cases, debate them, and think collec-tively about how theory informs our judgments and allows us to make fair policies. My goal is to teach students to think critically about these issues and the normative frameworks that govern them, and then to identify better interventions and policies,” she says.

6 Occupational Therapy, spring 2014

We are pleased to announce that Linda Tickle-Degnen, PhD, OTR/L, FAOTA, recently received two significant five-year grants related to her work in Parkinson’s disease. Parkin-son’s disease (PD) affects 1% to 2% of the U.S. population over age 60, and its prevalence is increasing as the popu-lation ages. The first grant, from the National Institutes of Health (NIH), is entitled Emergence and Evolution of Social Self-Management of Parkinson’s Disease. The study explores how those with PD manage their social lives in relation to their medical symptoms over a three-year period and how an inability to be emotionally expressive can affect social connections, and physical and mental health. Tickle-Degnen says the study “hopes to inform the development of new interventions aimed at supporting social integration and preventing isolation and loneliness in people living with PD.” Investigators on the project include: Tickle-Degnen; Elena Naumova, Tufts School of Engineer-ing; Linda Sprague-Martinez, Tufts Public Health and Com-munity Medicine; Marie Saint-Hilaire, Neurology, Boston University; Cathi Thomas, Neurology, Boston University; and Nalini Ambady (in memoriam), Psychology, Stanford University.

http://projectreporter.nih.gov/project_info_description.cfm?aid=8438883andicde=15910761andddparam=andddvalue= andddsub=andcr=5andcsb=AAandcs=DESC

Tickle-Degnen is the co-investigator with computer scientist Matthias Scheutz (Principal Investigator), of Tufts School of Engineering, on a grant from the National Science Founda-tion’s (NSF) National Robotics Initiative (NRI). NRI is part of the Obama Administration’s efforts to support research into the development and use of robots that cooperatively work with people to enhance individual human capabilities, performance, and safety. The long-term goal of the study, Don’t Read My Face: Tackling the Challenges of Facial Masking in Parkinson’s Disease Rehabilitation through Co-Robot Mediators, is to develop co-robot mediators for people with facial masking, a symptom of PD that results in a reduced ability to signal emotion, pain, personality, and intentions. According to Tickle-Degnen, co-robot mediators are designed to facilitate social interaction and can “help reduce the stigmatization of people with PD. By model-ing emotions and communications, these mediators can enrich the relationships between those with PD and their caregivers.” Investigators on the project include: Scheutz; Tickle-Degnen; and Ron Arkin, Georgia Tech Department of Computer Science. http://www.nsf.gov/news/news_summ. jsp?cntn_id=129284andWT.mc_id=USNSF_51andWT.mc_ev=click

Congratulations also go to Gary Bedell, Ph.D., OTR/L, FAOTA, for his grant from the U.S. Department of Education-National Institute on Disability and Rehabilitation Research. This three-year award will fund Bedell’s study, Social Participation and Navigation (SPAN): Intervention for Teens with TBI using Peer Coaching and Phone and Web

Technology. The purpose of this interdisciplinary research is to develop and conduct preliminary testing of an inter-vention (SPAN) for teens with traumatic brain injury (TBI). SPAN is designed to use smart phone and web technology, as well as the training and supervision of college student peer coaches/mentors. The coaches/mentors will support teens in setting social participation goals and in implement-ing strategies to achieve these goals. Dr. Bedell is co-princi-pal investigator on this project with Shari Wade, PhD, Cin-cinnati Children’s Hospital Medical Center and Lyn Turkstra, University of Wisconsin – Madison.

A patient treated by alumna Gayle Severance (’00), MS, OTR/L, CHT, was featured in the July, 2013, issue of Advance, a journal for occupational therapy practitioners (http://occupational-therapy.advanceweb.com/ebook/ magazine.aspx?EBK=OT080513#page=14). Lindsay Ess suf-fered an infection that led to the amputation of both hands and feet; she then underwent a rare, double-extremity hand transplant. Severance was a vital part of the occupational therapy team that helped Ess regain function after her surgery. Severance and her colleagues worked extensively with Ess for weeks and helped her prepare to return home. Just two years post surgery, Ess is now doing well living at home, and Severance feels fortunate to have had the opportunity to treat her. “It’s very rare that you get to treat a condition for the first time,” Severance says in the article.

OTD student Suzanne Rappaport, MS, OTR/L is using her skills as a professional circus performer to help cancer survivors. This past summer, she ran a workshop called “Circus for Survivors” through the New England Center for Circus Arts in Brattleboro, Vermont. The workshop incorpo-rated circus activities, such as juggling, trapeze, and tight-rope walking, to help cancer patients regain mobility, bal-ance, and muscle strength. The program was featured on Vermont’s NPR station. http://digital.vpr.net/post/circusarts-workshop-helps-cancer-survivors-thrive

Presentations

Presentations at the Massachusetts Association of Occupa-tional Therapy (MAOT), November, 2013.

Barnes, M.A. Group leader training and assessment: Inter-disciplinary best practices.

Brown, T. and Bedell, G. Promoting social participation: Children with acquired brain injuries (Scientific poster).

LeFavre, M., Wakeham, K., Courtemanche, S., Kamath, P., Iassogna, J., and Bedell, G. Preliminary analysis of the social participation observation tool (SPOT) for first and second graders (Scientific poster).

Schwartzberg, S., Casey, E., Daniels, A., Erwin, R., and Westnedge, C. Group therapists’ perceptions of working with elders.

ACCOLADES

Occupational Therapy, spring 2014 7

Shaw, K., Davis, K., Foster, H., Suarez, K., Wong, V., Ias-sogna, J. and Bedell, G. Preliminary analysis of the social participation observation tool (SPOT) for kindergartners (Scientific poster).

Trudeau, S., Bansil, S., and Donahue, C. Reading to veter-ans with dementia: Service-learning opportunities.

Presentations at the American Occupational Therapy Asso-ciation (AOTA), April, 2013

Bedell, G., McDougall, J., and Wright, V. Youth report ver-sion of the Child and Adolescent Scale of Participation (CASP): Psychometric properties and comparisons with the parent report version (Scientific poster).

Bedell, G., Coster, W., Law, M., Liljenquist, Kao, Y.C., Tep-licky, R., Anaby, D., and Khetani, M. Community participa-tion, supports, and barriers of school-age children with and without disabilities. (Scientific poster).

Khetani, M., Teplicky, R., Bedell, G., and Coster, W. Foster-ing knowledge about participation in occupations for chil-dren and youth: Processes and outcomes of a knowledge translation project (Research panel presentation).

Frater, T., Iassogna, J., and Bedell, G. The effects of disabil-ity, age, and gender on partipation of children and youth. (Scientific poster).

Schofield, J., Kirsch, E., and Bedell, G. Parent strategies and disability effects on childhood participation. (Scientific poster).

Interdisciplinary and International Presentations

Fishman, J. and Schwartzberg, S. An integrative/layered approach to group: Interpersonal model, psychodynamic (intrapsychic) and group-as-a-whole. Northeast Society for Group Psychotherapy Annual Conference, Simmons Col-lege, Boston (June, 2013).

Frater. T, Iassogna, J., Makwana., V, Singh, U., Thakkar, P., and Bedell, G. The effects of disability, age, and gender on partipation of children and youth. Congress of Occupational Therapists (United Kingdom), Glasgow, Scotland (June, 2013). (Scientific poster).

Hwang, A.W., Liou, T.H. , Yen, C.F., Bedell, G. M., Chen, W.C., Kang, L.J., Liao, H.F., and members of the “d Com-ponent Task Force of the Disability Evaluation System.” A national survey of participation among children with dis-abilities in Taiwan. Third Conference of the Taiwan Society of the International Classification of Functioning, Disability, and Health, Taipei, Taiwan. (March, 2013). (Scientific paper).

Lur, S-Y, Pickett, J., and Tickle-Degnen, L. The experience of motor and non-motor symptoms in daily life with Parkin-son’s disease. Third World Parkinson Congress, Montreal, Canada. (2013). (Scientific poster).

Tickle-Degnen, L. Emergence and evolution of social self-management in Parkinson’s disease: A longitudinal study. Invited speaker. Edmund J. Safra Visiting Nurse Faculty Pro-gram/ Alumni Program 2013, Sargent College of Health and Rehabilitation Sciences, Boston University (December, 2013).

Publications

Baker, N., and Tickle-Degnen, L. (2013). Evidence-based practice: Integrating evidence to inform practice. In E. Crep-eau, E. Cohn, and B. Schell (Eds.), Willard and Spackman’s Occupational Therapy, 12th ed., 398-412. Baltimore: Lippin-cott Williams and Wilkins.

Bedell, G., Coster, W., Law, M., Liljenquist, K., Kao, Y.C., Tep-licky, R., Anaby, D., and Khetani, M.A. (2013). Community participation, supports, and barriers of school-age children with and without disabilities. Archives of Physical Medicine and Rehabilitation, 94, 315-323.

Bedell, G., and McDougall, J. (2013). The Child and Ado-lescent Scale of Environment (CASE): Further validation with youth who have chronic health conditions. Develop-mental Neurorehabilitation. Early on-line publication. doi: 10.3109/17518423.2103.855273

Coster, W., Law, M., Bedell, G., Liljenquist, K., Kao, Y.C., Teplicky, R., and Khetani, M.A. (2013). School participation, supports, and barriers of students with and without disabili-ties. Child: Care, Health and Development, 39, 535-543.

de Kloet, A.J., Berger, M., Bedell, G.M., and Catsman-Ber-revoets, C.E. (2013). Psychometric evaluation of the Dutch language version of the Child and Family Follow-up Survey (CFFS). Developmental Neurorehabilitation. Early on line publication. doi: 10.3109/17518423.2103.850749

Hwang, A.W., Liou, T.H., Bedell, G., Kang, L.J., Chen, W.C., Yen, C.F., and Chang, K.H. (2013). Psychometric properties of the Child and Adolescent Scale of Participation – Tradi-tional Chinese version. International Journal of Rehabilita-tion Research, 36, 211-220.

Khetani, M., Marley, J., Baker, M., Albrecht, E., Bedell, G., Coster, W., Anaby, D., and Law, M. (in press). Validity of the Participation and Environment Measure for Children and Youth (PEM-CY) for Health Impact Assessment (HIA) in sus-tainable development projects. Disability and Health. doi: 10.1016/j.dhjo.2013.11.003.

Law, M., Anaby, D., Teplicky, R., Khetani, M.A., Coster, W., and Bedell, G. (2013). Participation in the home environ-ment among children with and without disabilities. British Journal of Occupational Therapy, 76, 58-66.

McDougall, J., Bedell, G., and Wright, V. (2013). The youth report version of the Child and Adolescent Scale of Par-ticipation (CASP): Assessment of psychometric properties and comparison with parent report. Child: Care, Health and Development, 39, 512-522.

Sarikas, S. N., Visual Anatomy and Physiology Lab Manual, Pearson Benjamin Cummings, San Francisco, 2015.

Schwartzberg, S. L., Trudeau, S., and Vega, V. (2013). Prin-ciples of occupational therapy group outcomes assessment in mental health. Occupational Therapy in Mental Health: A Journal of Psychosocial Rehabilitation and Research, 29(2),134-148.

Tickle-Degnen, L. (2013). Communicating evidence to cli-ents, managers, and funders. In M. Law and J. MacDermid (Eds). Evidence-based Rehabilitation: A Guide to Practice, 3nd ed. Slack Inc.

8 Occupational Therapy, spring 2014

Department of Occupational Therapy 26 Winthrop Street Medford, Massachusetts 02155 Tel: 617.627.5720 Fax: 617.627.3722

Occupational TherapyCOPYWRITER/EDITORLeslie Goldberg

DESIGNCynthia Frawley Graphic Design

PUBLICATIONS COMMITTEEMary Alicia Barnes Jessica Harney Michelle Molle Elizabeth Owen

For more information:Tufts UniversityDepartment of Occupational Therapy26 Winthrop StreetMedford, MA 02155Tel: 617.627.5720Fax: 617.627.3722Email: BSOT@tufts.eduWebsite: http://ase.tufts.edu/bsot

We’d like to hear from you.If there are comments you would like to make, issues you would like to see covered, an article you would like to contribute, or if there is a fellow alumnus/a you would like to see interviewed for a future article, please contact us at the address above or email BSOTNotes@tufts.edu.

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This issue is dedicated to the memory

of Nancie B. Greenman, Tufts-BSOT

alumna, former professor and chair.