ot practice july 23 issue

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

reg

Time Well SpentJULY 23 2012

Empowering Communities to Help At-Risk Youth Engage in Healthy Occupations

Creating an Ethical Climate in Your OT Department

CESPECIAL2012 Continuing Education Directory See page 26

CE ARTICLE

PLUS

Researchers in Action

iPads Apps amp Social Media

News Capital Briefing amp More

New Self-Paced cliNical courSe Mental Health Promotion Prevention and intervention with children and Youth a Guiding framework for occupational TherapyEdited by Susan Bazyk PhD OTRL FAOTA

earn 2 aoTa ceus (25 NBcoT Pdus20 contact hours)

Shop online at httpstoreaotaorgviewSKu=3030 or call 877-404-aoTa

Occupational Therapyrsquos Role in Mental Health Promotion Prevention and Interven-tion With Children and Youth is a critically important professional development tool for occupational therapy practitioners who work with children and youth It provides a necessary framework on mental health that can be applied in all pediatric practice settings and lays a foundation for conceptualizing the role of occupational therapy in promoting preventing and providing mental health intervention for children that may or may not have disabilities mental illness or both in school and community settings Chapters take a public health approach to occupational therapy services at all levelsmdashuniversal targeted and intensivemdashwith a clear emphasis on helping children develop and maintain positive mental health psychologically socially functionally and in the face of adversity

Learn how to contribute your occupational therapy expertise to mental health promotion prevention and intervention with children and youth through AOTA learning

order 3030 aoTa Members $259 Nonmembers $359

essential learning on Mental Health Practice with children and Youth

CE-205

1

AOTA bull THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATIONV O L U M E 1 7 bull I S S U E 1 3 bull J U LY 2 3 2 0 1 2

FEATURES

Time Well Spent 10 Empowering Communities to Help At-Risk Youth Engage in Healthy OccupationsJoseph Brunner David Valvano and Alexander Lopez describe how Stony Brook University students and faculty contributed to a local communityrsquos effort to help at-risk youth find occupations that positively influence health and well-being

Researchers in Action 14 A Look at the Influential Studies of Three Occupational Therapy AcademicsAndrew Waite profiles three occupa-tional therapists who are conducting research in an array of specialty areas and contributing to the Centennial Vision of occupational therapy as a widely recognized science-driven evidence-based profession

OT PRACTICE bull JULY 23 2012

bull Discuss OT Practice articles at wwwOTConnectionsorg in the OT Practice Magazine Public Forumbull Send e-mail regarding editorial content to otpracticeaotaorg bull Go to wwwaotaorgotpractice to read OT Practice online bull Visit our Web site at wwwaotaorg 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 Practicersquos 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 Practicersquos 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 membersaotaorg or make the change at our Web site at wwwaotaorg

Back issues are available prepaid from AOTArsquos Membership department for $16 each for AOTA members and $2475 each for nonmembers (US and Canada) while supplies last

CE ArticleLeading With Ethics Creating an Ethical Climate in Your Occupational Therapy Department Earn 1 AOTA CEU (1 contact hour or 125 NBCOT professional development units) with this creative approach to independent learning

Chief Operating Officer Christopher Bluhm

Director of Communications Laura Collins

Director of Marketing Beth Ledford

Editor Ted McKenna

Associate Editor Andrew Waite

CE Articles Editor Maria Elena E Louch

Art Director Carol Strauch

Production Manager Sarah Ely

Director of Sales amp Corporate Relations Jeffrey A Casper

Sales Manager Tracy Hammond

Advertising Assistant Clark Collins

Ad inquiries 800-877-1383 ext 2715 or e-mail salesaotaorg

OT Practice External Advisory Board

Donna Costa Chairperson Education Special Interest Section

Michael J Gerg Chairperson Work amp Industry Special Interest Section

Dottie Handley-More Chairperson Early Inter-vention amp School Special Interest Section

Kim Hartmann Chairperson Special Interest Sections Council

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

Linda M Olson Chairperson Mental Health Special Interest Section

Regula Robnett Chairperson Gerontology Special Interest Section

Tracy Van Oss Chairperson Home amp Community Health Special Interest Section

Jane Richardson Yousey Chairperson Admin-istration amp Management 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

copy 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

US Postmaster Send address changes to OT Practice AOTA PO Box 31220 Bethesda MD 20824-1220

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

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

Annual membership dues are $225 for OTs $131 for OTAs and $75 for student members of which $14 is allocated to the subscription to this publication Subscriptions in the US are $14250 for individuals and $21650 for institutions Subscrip-tions in Canada are $20525 for individuals and $26250 for institutions Subscriptions outside the US 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 the Copyright Clearance Center to reproduce or photo-copy material appearing in this magazine Direct all requests and inquiries regarding reprinting or photocopying material from OT Practice to wwwcopyrightcom

CESPECIAL

Continuing Education 26DirectoryA handy reference guide to CE offerings nationwide

DEPARTMENTS

News 2

Capital Briefing 5AOTA and State Associations Collaborating on Local Reimbursement Issues

Practice Perks 6Fieldwork Level II and Occupational Therapy Students A Position Paper

Tech Talk 7Touch the Future Using iPads as a Therapeutic Tool

Social Media Spotlight 18Updates From Facebook Twitter and OT Connections

Continuing Competence 19Decisions About Doctorates Deciding Whether When and Where to Go

Calendar 21Continuing Education Opportunities

Employment Opportunities 41

Questions and Answers 48Cheryl Bregman

COVER PHOTOGRAPHS COURTESY OF ALEXANDER LOPEZ COVER ILLUSTRATION copy ALEX STSJAZHYN ISTOCKPHOTO

2 JULY 23 2012 bull WWWAOTAORG

N e w s Association updatesprofession and industry news

AOTA News

Supreme Court Upholds Health Care Reform Law AOTA Analysis

In a 5-4 decision the US Supreme Court upheld the Patient Protection and Afford-

able Care Act (ACA) including the minimum coverage provi-sionmdashmore widely known as the ldquoindividual mandaterdquomdashthat is the centerpiece For AOTArsquos analysis of the decision includ-ing information about how it will affect occupational therapy go to wwwaotaorg

Advanced Practice Specialty Conference

Occupational therapy can be an essential service for those recovering from a

traumatic event Join outstand-ing speakers leaders clinicians educators and researchers for 2 incredible days focusing on sci-ence innovation and evidence at AOTArsquos Advanced Practice in Traumatic Injuries amp PTSD Lessons for Military VA amp Civil-ian Practitioners conference to be held from September 7 to 8 2012 in San Antonio Texas

Topics will include upper-extremity orthopedic injuries pain burns vision loss trau-matic brain injuries warrior transition units amputations posttraumatic stress disorder spinal cord injuries driving and community mobility technology and return to work Early regis-tration ends August 20 Regular registration ends September 4 For more information contact specialtyconferenceaotaorg or visit the AOTA Web site at wwwaotaorgconfandevents

SIS Call For Nominations (Chairperson Positions)

Nominations are being accepted until September 15 for the next chairperson

of four SISs Education Geron-tology Physical Disabilities and Technology The term of office is 3 years beginning July 1 2013 The chairperson coordinates the projects and activities of the Standing Committee includ-ing the sectionrsquos program(s) at AOTArsquos Annual Conference amp Expo SIS Internet activities and the topics for the SIS Quarterly publication The chairperson represents the SIS with all bod-ies of AOTA and is a member of the SIS Council

Each nominee will submit the information outlined in the SIS Chairperson Nomination Form (Attachment E of the SIS SOPs) to the Nominating Chairperson via e-mail This form is avail-able on the AOTA Web site in the Nominations and Election Areas area of the SIS section Nominees may also request this form by contacting the SIS administrative assistant Barbara Mendoza at bmendozaaotaorg or 800-SAY-AOTA ext 2042 Self-nominations are welcome

Industry News

New York Passes Two Bills to Amend the Statersquos OT Practice Act

The New York State Assembly recently passed Senate Bill 2935 In doing so the state

is poised to join 42 other states and the District of Columbia in requiring occupational therapists

and occupational therapy assis-tants to complete continuing competence requirements The New York State Occupational Therapy Association (NYSOTA) had lobbied in favor of this requirement since legislation to mandate continuing competence requirements was introduced in 2004 The bill which is also supported by AOTA will next be sent to the governor for approval

In addition the New York State Senate passed Assem-bly Bill 10118 which allows occupational therapy assistants who have obtained appropriate education to acquire a limited permit to practice with direct supervision in certain settings such as public hospitals and schools NYSOTA had pursued this legislation which also is supported by AOTA to make technical corrections to the practice act

For more information visit the Advocacy Highlights section of the AOTA home page at wwwaotaorg

New NBCOT Rules for Internationally Educated OTs

effective July 31 2013 internationally educated occupational therapists must

meet one of the following mini-mum criteria to be considered eligible for the OTRreg certifica-tion examination1 Completion of an entry-

level bachelorrsquos degree in occupational therapy from a government authorized andor World Federation of Occupational Therapy (WFOT)ndashapproved college or university occupational therapy educational program and a postprofessional mas-

terrsquos degree in occupational therapy

OR2 Completion of an entry-

level masterrsquos degree in occupational therapy from a government authorized andor WFOT-approved college or university occupational therapy educational program

In addition to the masterrsquos degree requirement in occupa-tional therapy applicants must complete the National Board for Certification in Occupational Therapy (NBCOTreg) Occu-pational Therapist Eligibility Determination (OTED) review to determine comparability with US occupational therapy edu-cational accreditation standardscompetencies

All internationally educated occupational therapists reviewed under current OTED eligibil-ity standards and approved for exam eligibility with a bachelorrsquos degree in occupational therapy must take the OTR examina-tion by July 31 2014 After this date only those approved with a masterrsquos degree in occupational therapy deemed comparable with a US entry-level accred-ited masterrsquos degree in occupa-tional therapy will be eligible to apply for the OTR examination

For more information visit wwwnbcotorg

AOTF Academy of Research Invites Nominations

The American Occupa-tional Therapy Founda-tion (AOTF) Academy of

Research invites nominations of individuals who have made exemplary and distinguished contributions toward advanc-ing the science of occupational

3OT PRACTICE bull JULY 23 2012

therapy Both self-nominations and nominations submitted by colleagues are welcome

The deadline for submitting nominations is September 1 2012

AOTF established the Acad-emy of Research in 1983 and to date 52 individuals have been elected to this organization by its membership

Nominations should include (1) a cover letter addressed to the Nomination Committee of the Academy of Research indicating the nomineersquos major research contribution(s) (2) three references (the cover let-ter signed by nominator(s) will count toward references) (3) a current curriculum vitae of the nominee and (4) three to five representative research publica-tions of the nominee A sample cover letter can be found on the AOTF Web site at wwwaotforg under Awards amp HonorsFor ResearchAcademy of Research in Occupational Therapy Please send the nomination package via e-mail using any attachments as necessary to researchaotforg

AOTF supports the develop-ment of occupational therapy through programs of philan-thropy research education and leadership and in doing so promotes a society in which individuals regardless of age or ability may participate in occu-pations of their choice that give meaning to their lives and foster health and well-being

Labor Department Contest to Build Apps for People With Disabilities

The US Department of Labor launched a new contest to encourage the develop-

ment of apps that improve employment opportunities and outcomes for people with disabilities The contest calls on participants to use publicly

available information tools resources and employment data to build tools that promote the employment of people with disabilities The deadline for submissions is August 23 First- second- and third-place winners will receive $5000 $3000 and $2000 respectively with win-ners to be announced on August 29 For more information go to httpdisabilitychallengegov

NYC Students and Faculty Walk to End Mental Illness Stigma

More than 75 occupational therapy educators clinicians and students

in New York City joined forces on Saturday May 12 with the National Alliance on Mental Ill-ness (NAMI) affiliate NAMI-NYC Metro to walk for recovery well-ness and an end to the stigma of mental illness Students and faculty from York College New York University Columbia Uni-versity Long Island University and the State University of New York Downstate Medical Center gathered at the South Street Seaport in downtown Manhat-tan for the 10th annual NAMI-NYC Metro Walk Occupational therapy participants walked halfway across the Brooklyn Bridge and back in honor of the professionrsquos dedication to mental health advocacy and recovery For more information visit wwwdownstateeduCHRPotnamihtml To find a NAMI Walk Event near you visit wwwnamiorgwalks

Resource

Updated Tip Sheet on Healthy Gardening

An updated tip sheet on healthy gardening can be found on AOTArsquos Web site

A O T A B u l l e T I N B O A r d

Ready to order Call 877-404-AOTA or go to httpstoreaotaorgEnter Promo Code BB

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

Occupational Therapy Practice Guidelines for Children With Behavioral and Psychosocial NeedsL Jackson amp M Arbesman

Overview of the occupational therapy process for children

and youth ages 3 to 21 years with behavioral and psychosocial challenges Describes evidence-based practice and summarizes the

evidence from the literature about best practices in activity-based interventions for this population$59 for members $84 for nonmembers Order 1198C httpstoreaotaorgviewSKU=1198C

Evaluation Obtaining and Interpreting Data 3rd EditionJ Hinojosa P Kramer amp P Crist

This edition of the classic text focuses on the role of the occupa-

tional therapist as an evaluator with assessment sup-port provided by the occupational therapy assistant Chapters discuss the various as-

pects of a comprehensive evaluation including screening reassessment and re-evaluation and reaffirm the im-portance of understanding people as occupational beings The expansion of this revision reflects contemporary evaluation approaches and discusses the influence of comprehensive evaluation$59 for members $84 for non-members Order 1174C httpstoreaotaorgviewSKU=1174C

The Short Child Occupational Profile (SCOPE) (CEonCDtrade)P Bowyer H Ngo amp J KramerEarn 6 AOTA CEU (75 NBCOT PDUs6 contact hours)

Introducing practitioners to the SCOPE assessment tool this

course provides a systematic way to document a childrsquos motivation for occupations habits roles skills and environ-mental supports and barriers $210 for members $299 for nonmembers Order 4847 httpstoreaotaorgviewSKU=4847

Exploring the Domain and Process of Occupational Therapy Using the Occupational Therapy Practice Framework 2nd Edition(CEonCDtrade)S Roley amp J DeLanyEarn 3 AOTA CEU (375 NBCOT PDUs3 contact hours)

Supports occupational therapy practitioners by providing a

holistic view of the profession Topics include the importance of facilitating occupation within diverse areas of practice expanding performance skills expanding interventions for populations and organizations and achieving meaningful outcomes $73 for members $10350 for nonmembers Order 4829 httpstoreaotaorgviewSKU=4829

Bulletin Board is written by Amanda Fogle AOTA marketing specialist

OUTSTANDINGRESOURCES

FROM

or many occupational therapy practitioners getting reimbursed for services is an important and often time-consuming process Reimbursement can also be

complicated because of varying state and local payment policies as is the case with reimbursement through Medicare which is run by the federal govern-mentrsquos Centers for Medicare amp Medicaid Services (CMS) With Medicare claims are reviewed and paid for by Medicare administrative contractors who can develop their own payment policymdashlocal coverage determination (LCD)mdashwhen Medicare does not have a national coverage policy on an item or service

AOTArsquos Reimbursement and Regula-tory Policy Department advocates with agencies contractors and other groups that establish payment rules for therapy Although many regulations come from federal agencies there are often federal contractors that establish payment poli-cies on the state or local level that can affect reimbursement

One such case occurred in early May when the New York State Occupational Therapy Association (NYSOTA) notified AOTA that the Medicare contractor in New YorkmdashNational Government Services (NGS)mdashhad invited it to attend a meeting about a draft LCD NGS also contacted the Connecticut Occupational Therapy Association (ConnOTA) to attend a similar meeting

The draft LCD included some provi-sions that would make documentation requirements more cumbersome for occupational therapy practitioners The proposal would change ldquosupportive documentation recommendationsrdquo to ldquosupportive documentation require-mentsrdquo that exceed national standards from CMS Upon learning about the

proposal AOTA met with both NYSOTA and ConnOTA to develop a strategy to raise concerns Staff worked with volunteer leaders to develop comments and talking points to discuss during the meetings with NGS

ldquoLCDs impact payment at the local level so it is important for a state asso-ciation to attend meetings and submit commentsrdquo says Jennifer Bogenrief manager of AOTArsquos Reimbursement and Regulatory Policy Department ldquoAOTA can help develop comments and provide other assistancerdquo

At the invitation-only meeting the state association representatives told NGS their concerns about the draft LCD and provided written comments With feedback they received from NGS during the meeting the state associations and AOTA developed the final comments due in late June All three associations submitted comments to NGS and are waiting to see the final LCD

GET INvOLvEDBeing aware of and getting involved in local and state reimbursement issues is an important aspect of advocacy for individual practitioners too Bogenrief notes Comments on draft LCDs do not only have to be from associationsmdashindividuals can and should submit comments especially when providing clinical insights on how the draft LCD would affect Medicare beneficiaries

ldquoIf you find a problem with a draft LCD contact AOTArdquo says Bogenrief ldquoEven if you donrsquot understand the issue completely we will help you develop comments Sometimes wersquove actually worked on a similar issue in another state and can provide you with resources materials and past commentsrdquo

AOTA posts information about LCDs in the Reimbursement News section of its Web site (wwwaotaorgreimb) and individuals can also join the e-mail list-servs of their local Medicare contractors To see the CMS list of LCDs visit tinyurlcomcms-state-lcd

ldquoBad LCD policies can affect access to occupational therapy services restrict what treatment interventions an occupa-tional therapy practitioner may provide or impose unreasonable and burden-some documentation requirementsrdquo says Jeffrey Tomlinson OTR MSW FAOTA the NYSOTA Legislation and Government Relations coordinator

How do you develop comments ldquoMy advice [when working on comments] is to be preparedrdquo says ConnOTA President Susan Goszewski MSM OTR ldquoReview what is being proposed and what is writ-ten in the Medicare Benefit Policy Man-ual Chapter 15 Have written comments reviewed by AOTA along with experts in the field from your state organizationrdquo

Goszewski also recommends networking with your statersquos physical therapy association because both groups often have common goals and it can be beneficial to have a consistent message about delivering therapy services

State and local issues can affect access to services and whether clients receive appropriate coverage

ldquoDecisions are being made every year by state legislatures local governments and school districts about how occu-pational therapy services will be paid for and who will get our servicesrdquo says Tomlinson ldquoIn todayrsquos economy we canrsquot assume that occupational therapy will be adequately mandated as a covered service for all of those in needrdquo n

Stephanie Yamkovenko is AOTArsquos staff writer

FAOTA and State Associations

Collaborating on Local Reimbursement Issues Stephanie Yamkovenko


c A p I T A l B r I e F I N g


Fieldwork Level II and Occupational Therapy Students A Position Paper

Debbie Amini Jyothi Gupta

I have been an occupational therapy assistant for more than 1 year and would like to begin taking occu-pational therapy assistant Level II fieldwork students Does AOTA have a document that addresses issues related to supervising occupational therapy and occupational therapy assistant students

AOTA recently published a posi-tion paper written as a joint effort between the Commission on Practice (COP) and the Commission on Education (COE) Fieldwork Level II and Occupational Therapy Students A Position Paper was cre-ated to define the Level II fieldwork experience and clarify the conditions and principles that must exist to ensure that interventions provided by Level II fieldwork students are of the quality and sophistication needed to be beneficial to the client1

In the document AOTA asserts that when appropriately supervised following the principles of the profes-sion and practice and in conjunc-tion with other regulatory and payer requirements the services of Level II fieldwork students are skilled according to their level of profes-sional education At the point in their professional education where they are able to enter a clinical setting and provide occupational therapy services students have completed all necessary and required didactic coursework their interventions should reflect preparation at this level The Level II fieldwork experi-ence is designed to provide students the opportunity to carry out profes-sional practices and responsibilities under supervision and with appro-

priate role modeling2 The position paper clearly states that both the academic program and supervising occupational therapy practitioner are responsible for ensuring that the type and amount of supervision meets the needs of the student and ensures the safety of all stakeholders in settings where an occupational therapy practitioner is on staff2

Several specific factors repre-senting minimum criteria are set to ensure the quality of the services provided by occupational therapy and occupational therapy assistant fieldwork students These criteria include the followingn Supervisors must have 1 year of

experience except in the case of nontraditional Level II experi-ences in which case occupational therapy or occupational therapy assistant supervisors must have 3 years of practice experience2

n Direct supervision of occupational therapy or occupational therapy assistant students in a practice setting where there is no occu-pational therapy practitioner must occur a minimum of 8 hours per week occupational therapy supervisors must be available for all other work hours via a variety of methods An on-site designated nonndashoccupational therapy contact

person must be available at all times when occupational therapy supervisors are not on site2

n An occupational therapist can supervise both an occupational therapy and occupational therapy assistant student but an occu-pational therapy assistant under the supervision of an occupational therapist can only supervise an occupational therapy assistant student3

n Services are billed as being provided by the supervising and licensed occupational therapy practitioner

n The supervising occupational therapy practitioners shall be aware of and recognize when direct versus indirect supervision is needed and ensure that the breadth and scope of supervision matches the current and devel-oping needs of the occupational therapy or occupational therapy assistant students

According to the Guidelines for Supervision Roles and Respon-sibilities During the Delivery of Occupational Therapy Services3 direct supervision occurs in real time and offers both audio and visual

p r A c T I c e p e r K s

QA

continued on page 9

AOTA recently published a position paper that defines the Level II fieldwork experience and clarifies the conditions and principles that must exist to ensure that interventions provided by Level II fieldwork students are of the quality and sophistication needed to be beneficial to the client


T e c H T A l K

s the technology specialist in a school district I (first author Cathy Hoesterey) am con-stantly on the lookout for new and emerging technologies to support therapeutic goals of students Although tablet computers have been around for several years it became

clear soon after the launch of the iPad in 2010 that this product has the versatility and built-in technologies to be a power-ful therapeutic tool for children with disabilities1 Apple has seen explosive growth in the sale of iPads and this trend quickly took off in schools Early in 2012 Apple announced that more than 15 mil-lion iPads are in use in educational set-tings with 20000 education and learning applications or apps created specifically for the iPad2 Apple recognized how the iPad enables children with disabilities to interact with content in new and unique ways and has created a special education section in the App store with more than 10 categories including communication organization and life skills3 Many of these apps are useful in meeting thera-peutic goals for students and clients in occupational therapy settings

PROJECT BACKGROUNDBellevue School District a suburban school district in the greater Seattle Washington area purchased 68 iPads in 2011 with federal stimulus funds The iPads were distributed to occupational therapists physical therapists speech-language pathologists special educa-tion teachers and individual students with special needs Over the previous 8 months we had trialed iPads very successfully with five students who had significant communication needs We were excited about expanding the use of iPads within our Special Education Department

In fall 2011 the occupational thera-pists at Bellevue School District each received an iPad with more than 200 free and paid apps The iPads came in a protective case with a cover that doubles as a stable stand a neoprene case for holding the iPad and acces-sories such as an AC charger stylus and VGA adapter for projecting apps and images Therapists were then able to use iPads with students in inclusive preschool elementary secondary and transition programs

A survey done by second author Carol Chappelle 3 months after the iPads were distributed indicated that the majority of the therapists (80) were able to use the iPad with 90 or more of their students During a typical therapy session of 30 minutes 60 reported using the iPad for an average of 5 to 10 minutes of that time

USES OF THE IPADTherapists reported using the iPad as a tool to support students in working toward many different therapeutic goals including motor sensory visual percep-tion and social participation The fol-lowing is a sampling of ways iPads and apps were incorporated into therapy during the past school year

CauseEffect Skills There are numer-ous free apps that encourage explor-atory play using the touch interface of the iPad This is a good way to see the studentrsquos level of engagement with the iPad and begin to determine if he or she has the requisite motor skills to activate

and use apps iLoveFireworks Lite for example creates a burst of fireworks with each touch and Fluid simulates the movement of water in what is initially a still pond

Upper Extremity Coordination MeMoves is an app that encourages bilateral coor-dination in a series of movement activi-ties MeMoves can also be projected onto a whiteboard through the iPad VGA or HDMI cable hooked to a projec-tor or wirelessly using Apple TV This allows the student to trace the exer-cises with much larger upper-extremity movements

Social Participation Toca Tea Party and Toca Hair Salon are excellent apps for turn taking and role playing One of our speech-language pathologists shared that a young girl with selective mutism was playing Toca Hair Salon with a peer when she blurted out ldquoDonrsquot cut all her hairrdquo surprising herself and every-one around her with the unexpected vocalization

Organization There are apps using visual supports to assist in reminding and helping organize onersquos schedule There are also video apps such as Video Scheduler allowing demonstration of new skills that can be customized for whatever task is being learned Our staff work collaboratively with Transition Program teachers and paraeducators to provide supports on the iPad for transi-tion student jobs in the community For example one student had to prepare garments for a catalog photo shoot A visual schedule was created to help her

Touch the FutureUsing iPads as a Therapeutic Tool

Cathy Hoesterey Carol Chappelle

A Therapists use the iPad as a tool to support students in working toward many different therapeutic goals including motor sensory visual perception and social participation


What were your occupations as an adolescent Did you play sports pick up an instrument or

learn to dance Did you go camping swimming or fishing What was your motivation to engage and participate in activities and occupations Were you encouraged by your parents siblings or teachers In what context did you discover and pursue these occupations

Engaging in healthy occupations plays a crucial role in our growth and development Individuals learn valu-able living skills through exploration engagement and participation in valued occupations ldquoThrough partici-pation we acquire skills and compe-tencies connect with others and our communities and find purpose and meaning in life It leads to self satisfac-tion a sense of competence and is essential for psychological and emo-tional developmentrdquo (p 644)1

Conversely individuals who live in environments that do not provide affordances and demands to engage in healthy occupations have difficulty acquiring skills for healthy develop-

ment Individual participation can be limited by reduced access to services fear of harm to self or others or the inability to perform valued roles For example people who are unemployed underrepresented socially and econom-ically and living in areas of conflict are at a high risk of experiencing occupa-tional deprivation and its devastating effects1 Occupational deprivation is in essence a state in which a person or group of people are unable to do what is necessary and meaningful in their lives due to external restrictions It is the state in which the opportunity to perform those occupations that have social cultural and personal relevance is rendered difficult if not impossible Other factors that can attribute to occupational deprivation are poverty and a lack of resources2

Of particular interest to the authorsmdashtwo students and a profes-sor at Stony Brook University in Long Islandmdashare the youth of a nearby town called Brentwood which has a rela-tively high rate of poverty and crime compared with other communities in the state of New York and nationwide Youth of a high socioeconomic status have the opportunity to pursue engage

in and gain satisfaction from a large range of organized leisure and recre-ational activities such as sports dance and music3 These structured leisure activities entail rules-guided interac-tion a regular participation sched-ule specific skill development and performance that requires sustained attention3 Meanwhile youth living in poverty or fragmented families have fewer opportunities to explore and participate in structured occupations4 The Brentwood community is home to many non-English speaking minorities undocumented immigrants from Cen-tral and South America single-parent households and low-income wage earners The Brentwood community has the highest poverty index for the Long Island area and has the second highest Hispanic population in New York in its school district Children liv-ing with such socioeconomic challenges live in households where parents must choose between occupations (work) that afford basic human necessities and occupations (play) that foster youth growth and development

Adolescents living in underrepre-sented communities learn to live within their contexts The demands and affor-

Stony Brook University students and faculty work with community members of a local Long Island town to help at-risk youth find occupations that positively influence health and well-being

Time Well Spent


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dances of those contexts can have life-long consequences5 In Brentwood the youth suffer from a lack of engagement in healthy occupations The healthy resources available to them are scarce compared with those in wealthier neighboring towns Other factors con-tributing to Brentwoodrsquos contemporary state are idle time dangerous living situations a lack of available financial resources and family involvement and most notably gang participation

YOUTH SUMMIT ORGANIzEDIn May 2011 a youth summit to build a safe community for youth was orga-nized by a local community organizer and educator Anna Torres The event was funded by Torres local businesses nonprofit groups and faith-based organizations The vision of the summit was to address the health wellness and safety disparities that contribute to participation in health-compromising activities of Brentwood where the prev-alence of gang activity has increased dramatically Co-author Alexander

Lopez then clinical assistant professor of occupational therapy at Stony Brook University was charged with designing and facilitating the youth summit and did so based on a key concept within occupational therapy that individu-als find meaningful existence through occupation The principal design of the Summit was based on the Occupa-tional Therapy Practice Framework Domain and Process 2nd Edition6 and Ecological Models in Occupational Therapy7 The summit was designed to identify how people contexts and occupations intersect and affect the health safety and well-being of youth in Brentwood The student co-authors participated in the group process of two of the focus groups

The youth summit brought together more than 150 leaders and concerned community members to formally advocate for real changes that facili-tate youth health wellness and safety Divided into 11 focus groups the summit participants included Spanish- and English-speaking law enforcement

officers educators parents pastors social workers veterans union work-ers middle school high school and col-lege students and first responders and other health professionals The health professionals included physicians nurses occupational therapists and social workers Together all of these youths parents professionals and con-cerned community leaders contributed their thoughts and expertise about the health and safety concerns of youth

THEIR CONCLUSIONSCollectively participants in the summit agreed that many of the local youth are deprived of sufficient engagement in community and family activities and support There are multiple social and environmental factors contributing to the lack of healthy occupations for youth in this community Affordable afterschool programs and activities are difficult to access and most parents of non-English speaking households are unaware of available programs because of language barriers Most participants agreed that the high cost of living in Brentwood and a large number of single mothers and absentee fathers are not the only factors contributing to occupational deprivation Many single parents in Brentwood work several jobs to support their families leaving very little time for activities and involvement with their children

JOSEPH BRUNNER

DAvID vALvANO

ALExANDER LOPEz


The youth summit brought together more than 150 leaders and concerned community members to formally advocate for real changes that facilitate youth health wellness and safety


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KATHY zACKOWSKI PHD OTRKennedy Krieger InstituteAssistant ProfessorDepartments of PMampR Neurology

Kathy Zackowski used to work full time in neurological reha-bilitation She loved it but she

was frustrated when her therapy programs would help some clients but not others It seemed so random

ldquoI assumed it was because I didnrsquot know

enough and I just hadnrsquot learned enough in schoolrdquo Zackowski says ldquoSo I was just like lsquoI need to go back to school because I donrsquot really know if I am doing what I am supposed to be doingrsquordquo

So Zackowski went for her research doctorate at Washington University in St Louis and worked with a neurologist who studied the cerebellum the part of the brain associated with coordination and began learning how different move-ments originate from different parts of the brain

ldquoI was interested in understanding how you piece different movements together Just to get your hand to a cup is this really complicated task I have to know the weight of my arm I have to know how my shoulder is going to move relative to my elbow relative to my wrist

and my fingers and because they all have weights to them there are a lot of interaction torques that go with them So for me to even get there and not knock [the cup] over is really complicatedrdquo

As Zackowski discerned the link between brain activity and movement she began seeing her work in the clinic in a totally new way It started to make sense that certain clients could do certain tasks while others struggled Clientsrsquo levels of function could be traced back to what happened to their brains

Zackowskirsquos research made her realize that occupational therapy is at a crossroads Treatment needs to continue becoming more systematic she says

ldquoIt made me recognize that itrsquos not me that doesnrsquot know how to do it Itrsquos the system that doesnrsquot really know We havenrsquot made the process of rehab more systematic and I think thatrsquos the downfall We need to understand that each person is slightly different but we should be able to group people a little

bit better So someone with a par-ticular kind of stroke would be better served by certain kinds of rehabrdquo says Zackowski noting that medical profes-sionals in order to continue improv-ing always need to work on updating the theories and research that drive practice

Evidence-based practice is at the heart of Zackowskirsquos work At the Ken-nedy Krieger Institute in Baltimore she conducts research on subjects with brain degenerationmdashspecifically people with multiple sclerosis and who have had strokes Zackowski records an MRI scan of each subject to find the pre-cise location in the brain that has been affected Then Zackowski and her team equip subjects with sensors much like the kind used in producing video game simulations to record how they walk and move By analyzing the types of mobility problems associated with different parts of the brain Zackowski is hoping to be able to develop more systematic therapy regimens that align functional goals with specific brain defects


Research is a vital part of occupational therapy especially as evidence-based practice becomes the expected

norm in health care Fortunately occupational therapists are already conducting research in an array of specialty areas

What follows are stories of three investigators who have their hands in some particularly interesting work

A Look at the Influential Studies of Three Occupational Therapy Academics

By analyzing the types of mobility problems associated with different parts of the brain zackowski is hoping to be able to develop more systematic therapy regimens that align functional goals with specific brain defects



In oversimplified terms Zackowski would like to see occupational therapy use some elements of the medical model while still taking a holistic approach If a sick patient visits his or her physician the physician will analyze the symptoms and prescribe a medication Zackowski wants occupa-tional therapists to be able to do some-thing similar during the evaluation So if a patient were to see an occupational therapist the therapist could look at an MRI see what part of the brain has been affected and understand what sort of therapy regimen to suggest based on the type of mobility impair-ment that typically arises when that part of the brain is affected and what activities the patient wants to partici-pate in Providing another tool could help reduce the amount of time spent on evaluation allowing more of a focus on the therapy and goals

ldquoMRI is used universally in the medi-cal field to diagnose So it would be nice if we could use some of that infor-mation to get at the pathology Or if the physician could even relay particular features that might be helpful to the therapistrdquo Zackowski says ldquoI didnrsquot learn very much about MRI in school at all and I donrsquot think we need to be experts in MRI reading but I think the system could be set up so there is more communication I think the physicians in general donrsquot really think that the therapists want to know that informa-tion and I donrsquot know if our programs are really set up to teach therapists how to use that information But I think that would be a better way to guide our treatmentrdquo n

JOHN A WHITE JR PHD OTRLProgram Director and ProfessorPacific University School of Occupational Therapy

John A White would like to send you to jail He doesnrsquot work in law

enforcement but he is researching the value of occupational science applied

to the prison population and knows that the more occupational therapy practi-tioners there are paying attention to inmates the better

Whitersquos work started as an innovative practice project in 2000 when Pacific University stu-dents conducted a community outreach initiative at the Washington County Community Corrections Center in Ore-gon and provided occupational therapy services to some of the inmates

In 2004 the school conducted mul-tidisciplinary follow-up assessments involving psychologists and physician assistants as well as occupational therapists among others The promis-ing results of that assessment led White to begin a full-fledged research study examining the effects of occupational therapy services on people in prison

White and his research partner Sandra Rogers and students inter-

viewed about 40 inmates using the Canadian Occupational Performance Measure1 and other tools and are still working the dataset to mine it for value But the early results are promising

The research suggests that occu-pational therapy services can greatly reduce rates of re-offending by better preparing inmates for re-entry into society White says

ldquoWhat we found was fairly consis-tent with the larger body of literature around criminal justice in that as people look to transition to getting out particularly for first-time offenders they tend to have some anxiety about it They are worried that they might fail and end up back in jailrdquo

Securing a job topped the list of inmatesrsquo concerns

ldquoOne of the problems with employ-ment is that [former convicts] tend to be in entry-level positions and they are bored They donrsquot feel challenged and so they may well end up being fired or quitting a job before they really get a chance to establish [working] as a new habit patternrdquo

An interesting barrier for inmates that White came across in his research is the idea of occupational displace-ment meaning many offenders have been consumed by the wrong occupations

ldquoAs we talk with them about their occupational routines they fairly consistently describe how drug taking drug obtainment and partying were

ANDREW WAITE


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The research suggests that occupational therapy services can greatly reduce rates of re-offending by better preparing inmates for re-entry into society White says


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Yoursquoll also find AOTA on wwwaotaorgyoutube and httppinterestcomaotainc

wwwaotaorgtwitter

Personal Spacehttpotconnectionsaotaorgforumst14731aspx

Heather Evans Posted Wed Jun 13 2012 350 AM

I am treating two teenagers (age 15) with Aspergerrsquos who have difficulty with personal space (tend to talk and stand too close to the person they are having a conversation with especially when discussing something they really enjoy) Does anyone have any suggestions on how to address this topic Thank you

barbara smith replied on Wed Jun 13 2012 1048 AM

I just wrote a book review on Visual Strategies for Devel-oping Social Skills by Rebecca Moyes One of the strate-gies is to teach personal space using small hoola hoops There are many detailed directions on lessons that teach social skills httpwwwrecyclingotblogspotcom Hope this helps

kgloss replied on Sat Jun 16 2012 631 PM

Here are 2 things that work for me1 Visuals of expected behavior and unexpected behavior

I post the expected behaviors on a green sheet of paper and unexpected on a red sheet The visuals can be Boardmaker pics or actual photos of behavior These are put on a zip tie and hung somewhere for easy access and teaching

2 Video modeling Take a short video of the expected behavior (flip camera or iPad) You can also video the unexpected behavior Load video on iPod touch or iPad for easy viewing and teaching

For more of this discussion and to view other posts go to wwwOTConnectionsorg New user Click on ldquoUserrsquos Guiderdquo in the upper right hand corner of the Web page

Sandygrogerotr replied on Mon Jun 18 2012 1123 PM

There is a good book called The Hidden Curriculum Practical Solutions for Understanding Unstated Rules in Social Situations by Brenda Smith as well as its compan-ion page-a-day calendar to address a variety of social situations Personal space is addressed as well as a host of other common etiquette and social rules

Find us on Facebookwwwaotaorgfacebook

American Occupational Therapy Association June 29

Going to a baseball game this weekend The New York Mets are considering an autism-friendly quiet section for Citi Field httpgooglDpaGM

Cristina Reyes Smith Azucena Del Rosario and 43 others like this

Nick Albert Thatrsquos cool June 29

Kristin Tursky Awesome Irsquom a Mets fan and a pediatric OT working primarily with children on the spectrum and children with SPD this sounds wonderful June 29


AOTA staff call it a ldquomob scenerdquo at the Supreme Court Our AOTA legal expert is reading the courtrsquos decision and writing an analysis Stay tuned to aotaorg for updates Want to read the decision Itrsquos here

httptcoHB8uZpCx

Kimberly Russell This has got me thinking I want to go to OT Capitol Hill dayhellip When is it this yearhellip or is this it Did I miss it June 28

American Occupational Therapy Association Hi Kimberly Russell This yearrsquos Hill Day is September 24 We hope you can join us June 28

ralph kohl AOTArkohl Heading to DemocraticCongressionalCampaignCom-mittee (DCCC) race review to get their take on House of Rep races for November elections 22 June

AOTA News amp PR AOTAIncPR 12 tips for managing lymphedema in the hot sum-mer months httpowlybEhrV 19 June

AOTA News amp PR AOTAIncPR OccupationalTherapy makes No 6 on CareerBuilder lsquos top 10 in-demand careers nationwide Online on MSN Careers at httpowlybBiQ2 15 June

Decisions About DoctoratesDeciding Whether When and Where to Go

Pamela Roberts Sue Berger Mary Evenson Mary Khetani Patricia Crist


octoral education is one approach through which practitioners can work toward becoming scholars who are prepared to contribute to our profession through innova-tive occupation-centered and evidence-based solutions for an ever-changing health care environment Pursuing doctoral

education fits with AOTArsquos Centennial Vision1 emphasizing the need to facili-tate stronger links between research education and practice For fiscal year 2013 one of the priorities of AOTArsquos Board of Directors is to ldquoreduce faculty shortages by developing programs that encourage faculty to pursue doctoral degreesrdquo2 There are myriad degree options and potential career trajecto-ries that are possible with a terminal degree3 It is important to find the best match between your professional goals personal resources and existing programs

Since 2007 the authors have been working to promote dialogue on the topic of doctoral education among occupational therapists Representing diverse career trajectories we have each addressed a common set of issues en route to finding the most suitable professional path Through our work we have identified four key interrelated considerations that appear relevant for occupational therapists to think about when considering doctoral education (1) the desired outcomegoal (2) cur-rent qualifications (3) degree options and (4) practical considerations such as time money personal commitments lifestyle and geographical preferences These four considerations are highly congruent with a person-environment-occupation approach to needs assess-ment By answering questions related to each of these areas occupational

therapists can better map out their trajectories and devise strategies to facilitate the reality of pursuing a doc-toral degree

PERSONAL FACTORS GOALS AND QUALIFICATIONSIn mapping a course toward completing a doctoral degree consider first your motives interests and qualifications Ask yourself ldquoDo I know why I want to pursue a doctoral degreerdquo Goals typi-cally include creating career mobility and satisfying a desire for continued learning Motives and interests may include advancing in your specialty area of practice acquiring research training gaining experience in effective teaching andor assuming a leader-ship role in health policy or health care management Next reflect on your current qualifications Do you have the necessary skills for doctoral-level work Determine what entry-level degree is required to enter a particular academic program whether you need experience or specific professional credentials whether there are prerequisite criteria and what level of information literacy and technology fluency is needed

TYPES AND DEMANDS OF DOCTORAL PROGRAMSThere are two major types of doctoral degrees a research degree which is awarded in recognition of academic research that is publishable in a peer-reviewed academic journal and a pro-fessional or clinical doctorate which is awarded in certain fields in which most holders of the degree are not engaged primarily in scholarly research but rather in a profession This latter type of degree often involves a leader-ship project or comprehensive exami-nation on a focused topic In deciding

what type of degree to pursue consider your prior educational experiences to identify your strengths and challenges in a student role In prior degrees that you have completed how was the curriculum structured where was the program located and what types of strategies did you employ to matricu-late Prior experiences may have been in a traditional on-campus program of study however technological advances mean that distance learning is available in various formats including online or hybrid programs Hybrid programs may include online and in-person classes and other meetings with instructors and fellow students synchronous learn-ing (ie a group of people in the same place learning the same things simul-taneously) and asynchronous learning (ie self-study of coursework materials combined with peer-to-peer interac-tions by phone e-mail videoconferenc-ing etc)

ENvIRONMENTAL AFFORDANCES AND CONSTRAINTSIdentify the practical considerations of pursuing doctoral education in terms of time money and lifestyle The dif-ferences between full- and part-time options are based on how much time you spend while completing your course of study relative to outside employment family responsibilities or other commitments The funding available for your doctoral studies may significantly affect your need to work full- or part-time There are generally two types of funding opportunities funds that are directly available (eg university fellowships faculty research projects training grants teaching assis-tant positions part-timeper-diem jobs dissertation grants personal affiliations educational loans) and funds that can

c O N T I N u I N g c O M p e T e N c e

d


indirectly support your degree completion (eg research assistant and leadership fellowship positions or other resources and assistance to support your educational and professional development)

Another practical consideration is availability of mentoring Considering a change such as pursuing a doctoral degree provides an opportunity to reflect on your current network of supports and to look forward to developing new mentoring relationships Ways to improve the quality of relationships with mentors include hav-ing realistic expectations making explicit how your mentor or peer can assist your learning and development and finding opportunities to discuss both technical and personal aspects of your work What are your personal and professional resources Do friends family members or colleagues advise and encourage you Do you thrive in an academic environment or does going back to school scare you Are you good at balancing multiple roles Finally what are your personal commitments Do you need or want to live in a specific state or region Do you have family obligations or are you

responsible for just yourself Reflecting upon the environmental and practical con-siderations will help you determine priori-ties as you move forward in your decision to pursue doctoral education

CONCLUSIONBased on our professional presenta-tions and conversations with prospective doctoral students in occupational therapy we developed a self-assessment tool called the Doctoral Education Readiness Matrix (DERM) We are beginning work to explore the utility of this tool For more information about the DERM visit wwwcperlcolostateeduteamcontactasp For more information on postprofessional occupational therapy programs distance education career planning and more visit wwwaotaorgeducateschools n

References1 American Occupational Therapy Association

(2006) AOTArsquos Centennial Vision Retrieved from httpwwwaotaorgNewsCentennial Background36516aspx

2 American Occupational Therapy Association (2012) AOTA board of directors approves priori-ties for FY 2013 Retrieved from httpwwwaota

orgNewsAnnouncementsPriorities-2013aspx3 American Occupational Therapy Association

(2004) Academic terminal degree (2003 state-ment) American Journal of Occupational Therapy 58 648 doi105014ajot586648

Pamela Roberts PhD OTRL SCFES FAOTA CPHQ is

the manager of rehabilitation and neuropsychology at

Cedars-Sinai Medical Center in Los Angeles California

Sue Berger PhD OTRL BCG FAOTA is a clinical

associate professor at Boston University Sargent Col-

lege of Health and Rehabilitation Sciences in Boston

Massachusetts

Mary Evenson OTD MPH OTRL is a clinical associate

professor and the academic fieldwork coordinator

at Boston University Sargent College of Health and

Rehabilitation Sciences

Mary Khetani ScD OTR is an assistant professor of

occupational therapy with a secondary appointment in

Human Development and Family Studies at Colorado

State University in Fort Collins Colorado

Patricia Crist PhD OTRL FAOTA is a professor in the

Department of Occupational Therapy at the Rangos

School of Health Sciences at Duquesne University in

Pittsburgh Pennsylvania

These adolescents have a right to live without fear to discover their talents and roles and to follow their dreams The summit is just the first step in empowering and restoring occupational justice in the community As occupa-tional therapy practitioners we are an underutilized resource The value of occupation can be transformational We often see the transformation in clinical practice However we have the knowledge and skills to move beyond the clinic n

References 1 Law M (2002) Participation in the occupations

of everyday life American Journal of Occu-pational Therapy 56 640ndash649 doi105014ajot566640

2 Wilcock A A (1993) A theory of the human need for occupation Journal of Occupational Science Australia 1 17ndash24

3 Mahoney J L amp Stattin H (2000) Leisure activities and adolescent antisocial behavior

The role of structure and social context Journal of Adolescence 23 113ndash127

4 Csikszentmihalyi M (1993) Activity and happi-ness Towards a science of occupation Journal of Occupational Science Australia 1 38ndash42

5 American Occupational Therapy Association (2008) AOTArsquos societal statement on youth violence American Journal of Occupational Therapy 62 709ndash710 doi105014ajot626709

6 American Occupational Therapy Association (2008) Occupational therapy practice frame-work Domain and process (2nd ed) American Journal of Occupational Therapy 62 625ndash683 doi105014ajot626625

7 Brown A (2009) Ecological models in occu-pational therapy In E Crepeau E Cohn amp B Schell (Eds) Willard and Spackmanrsquos occu-pational therapy (pp 435ndash461) Philadelphia Lippincott Williams amp Wilkins

8 Whiteford G (2000) Occupational deprivation Global challenge in the new millennium British Journal of Occupational Therapy 63 200ndash204

9 Lopez A Hammock H amp Vidal C (2011) Citizens for Peace Leadership Summit The voice of the community Summit conducted at the meeting of the Youth Summit Brentwood New York

10 Braveman B amp Bass-Haugen J D (2009) From the desks of the guest editorsmdashSocial justice and health disparities An evolving discourse in occupational therapy research and intervention American Journal of Occupational Therapy 63 7ndash12 doi105014ajot6317

11 Snyder C Clark F Masunaka-Noriega M amp Young B (1998) Los Angeles street kids New occupations for life program Journal of Occu-pational Science 5 133ndash139

12 Garton A F amp Pratt C (1991) Leisure activi-

ties of adolescent school students Predictors of participation and interest Journal of Adoles-cence 14 305ndash321

13 Larson R W amp Verma S (1999) How children and adolescents spend time across the world Work play and developmental opportunities Psychological Bulletin 125 701ndash736

Joseph Brunner and David valvano are students in the

Stony Brook University School of Health Technol-

ogy and Managementrsquos Occupational Therapy

Program

Alexander Lopez JD OTL former clinical assistant

professor at Stony Brook Universityrsquos Occupational

Therapy Program is an assistant professor at Touro

College School of Health Sciencesrsquo Occupational

Therapy Program in Bay Shore New York

TIME WELL SPENTEmpowering Communities to Help At-Risk Youth Engage in Healthy Occupations

continued from page 13


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

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

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

September

St Louis MO Sept 12ndash15Envision 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 12ndash15 2012 Hilton St Louis at the Ballpark Learn more at wwwenvisionconferenceorg

Denver CO Sept 15ndash25Lymphedema Management Certification courses in Complete Decongestive Therapy (135 hours) Lymphedema Management Seminars (31 hours) Coursework includes anatomy physiology and pathology of the lymphatic system basic and ad-vanced techniques of MLD and bandaging for primarysecondary 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 Charlotte NC September 15ndash25 AOTA Approved Provider For more informa-tion and additional class dateslocations or to order a free brochure please call 800-863-5935 or log on to wwwacolscom

Newton MA Sept 21ndash22Sensory Integration Assessment amp Interven-tion for Children with Autism Presented by Te-resa A May-Benson ScD OTRL FAOTA Gain an increased understanding of sensory integrative problems in children with autism Learn strategies for clinical assessment and treatment of sensory integration problems in children with autism Em-phasis on assessing and treating sensory modula-tion and discrimination problems Lecture format small group discussion and case presentations will be used to reinforce learning Geared toward inter-mediate level OTs PTs SLPs and OT and PT assis-tants 12 CEUs available Also coming up Write On Oct 14 2012 SI Treatment Intensive Refin-ing Praxis Intervention for Children with SPD Jan 20ndash24 2013 and Spiral Foundation Sym-posium Early Identification of SPD and Related Diagnosis March 21-23 2013 Registration for all courses available at wwwthespiralfoundationorg

Contact Maribeth Conway at 617-923-4410 ext 231 for more information

Syracuse NY Sept 29ndash30Eval amp Intervention for Visual Processing Impair-ment in Adult Acquired Brain Injury Part I This intensive updated course has the latest evidence based research Participants learn to identify visual processing deficits interpret evaluations develop interventions and document Topics include visual inattention and neglect eye movement disorders hemianopsia and reduced acuity Faculty Mary war-ren PhD OTRL SCLV FAOTA Also New Orleans LA March 9 to 10 2013 Contact wwwvisabilitiescom or (888) 752-4364 Fax (205) 823-6657

October

San Diego CA Oct 12ndash14Eval amp Intervention for Visual Processing Deficits in Adult Acquired Brain Injury Part II Continua-tion of Part I course this intense practicum provides hands-on experience in administering interpreting and using evaluation results to develop intervention for visual processing deficits including eye move-ment disorders hemianopsia reduced visual acu-ity and visual neglect Offered only once a year Faculty Mary warren PhD OTRL SCLV FAOTA Also Boston MA November 8ndash10 2013 Contact visABILITIES Rehab Services wwwvisabilitiescom or (888) 752-4364 Fax (205) 823-6657

Ongoing

Internet amp 2-Day On-Site Training Become an Accessibility and Home Modifica-tions Consultant Instructor Shoshana Shamberg OTRL MS FAOTA Over 22 years specializing in

Continuing Education

PROFESSIONAL DOCTORATE of OCCUPATIONAL THERAPY

bull Enhanceyourcareerandbecomealeaderinyourprofessionbull Applyprinciplesofevidence-basedpracticeasabasisfor

clinicaldecisionmakingbull Gainadvancedknowledgeofoccupationaltherapypractice

throughthestudyandapplicationofoccupationalscienceliteratureandoccupation-basedintervention

bull Designimplementandevaluatetheeffectivenessofinnovativeoccupation-basedprogramsinyourchosenareaofinterest

bull 247onlineexperiencewithjusttwoshortresidenciesallowsyoutostudywithconvenienceandflexibility

bull Developskillsinareasofprofessionaladvocacyeducationandbusiness

bull Taughtbyclinicaleducatorsdistinguishednationallyandregionallyinspecificareasofexpertise

bull AccreditedbyMiddleStatesAssociationofCollegesandSecondarySchools

Bachelorrsquos Degree-to-otD optionExperiencedoccupationaltherapistswhoholdabachelorrsquosdegreeinoccupationaltherapybutdonotholdamasterrsquosdegreehavetheoptiontobridgeintoChathamrsquosOTDprogram

professional Doctorate of occupational therapy

Woodland Road Pittsburgh PA

866-815-2050 ccpschathamedu

wwwchathameduccpsot

D-5812

bull Enhance your career and become a leader in your professionbull Apply principles of evidence-based practice as a basis for clinical

decision makingbull Gain advanced knowledge of occupational therapy practice

through the study and application of occupational science literature and occupation-based intervention

bull Design implement and evaluate the effectiveness of innovative occupation-based programs in your chosen area of interest

bull 247 online experience with just two short residencies allows you to study with convenience and flexibility

bull Develop skills in areas of professional advocacy education and business

bull Taught by clinical educators distinguished nationally and regionally in specific areas of expertise

bull Accredited by Middle States Association of Colleges and Secondary Schools

Bachelorrsquos Degree-to-otD optionExperienced occupational therapists who hold a bachelorrsquos degree in occupational therapy but do not hold a masterrsquos degree have the option to bridge into Chathamrsquos OTD program


866-815-2050 ccpschathameduwwwchathameduccpsot













wwwchathameduccpsot

Leading Clinical ExpertsExceptional CoursesUnlimited CEUs $99yearExperience online continuing education on your time Access expert courses in live recorded podcast and text-based formats Earning AOTA CEUs and NBCOT PDUs have never been simpler

OccupationalTherapycom o13 ers hundreds of online courses available for CEUs and PDUs Visit OccupationalTherapycom today to learn more

Improve your knowledge and clinical competence by learning from these leading experts in the field

Infant Massage An Intervention for the Occupationof Family Social Participation(LIVE 1263 81 at 1230pm CDT) Presented by Jennifer Pitonyak MS OTRL

Clinical Application of Constraint Induced Movement Therapy(CIMT)(REC 1205) Presented by Veronica Rowe MS OTRL

Occupational Therapy andScleroderma (Systemic Sclerosis)(REC 1272) Presented by Janet Poole PhD OTRL FAOTA

Adolescent Transition to Independent Living(REC 1217) Presented by Beth Ann Hatkevich PhD OTRL

Options for Improving UpperExtremity Function FollowingCervical Spinal Cord Injury(REC 1256) Presented by Anne Bryden OTRL

Use Promo Code OTCEU7 O er expires August 24 2012

Visit OccupationalTherapycom or call 1-866-782-9924

Subscribe to OccupationalTherapycomtoday and get one additional month FREE

OT for AOTA_Ad_July23_Issueindd 1 7912 844 AM

D-6082


c A l e N d A rdesignbuild services technologies injury preven-tion and ADA504 consulting for homesjobsites 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 infoaotsscom Group COMBO personal men-toring and 2 for 1 discounts Calendarinfo at wwwAOTSScom Seminar sponsorships avail-able nationally

Clinicianrsquos 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 wwwclinicians-viewcom 575-526-0012

ACROSS PRACTICE AREASCEonCDtradeNEW OT Manager Topics by Denise Chisholm Penelope Moyers Cleveland Steven Eyler Jim Hi-nojosa Kristie Kapusta Shawn Phipps and Pat Precin Supplementary content from chapters in The Occupational Therapy Manager 5th Edition with additional applications relevant to selected is-sues on management Earn 7 CEU (875 NBCOT PDUs7 contact hours) Order 4880 AOTA Mem-bers $194 Nonmembers $277 httpstoreaotaorgviewSKU=4880

CEonCDtradeNEW Everyday Ethics Core Knowledge for Occupational Therapy Practitioners and Educa-tors 2nd Edition by AOTA Ethics Commission and presented by Deborah Yarett Slater Foundation in basic ethics information that gives context and as-sistance with application to daily practice and ratio-nale for changes in the Occupational Therapy Code of Ethics and Ethics Standards 2010 Earn 3 AOTA CEU (375 NBCOT PDUs3 contact hours) Order 4846 AOTA Members $105 Nonmembers $150 httpstoreaotaorgviewSKU=4846

CEonCDtradeNEW Ethics TopicmdashDuty to Warn An Ethical Responsibility for All Practitioners by Deborah Yarett Slater Staff Liaison to the Ethics Commis-sion Professional ethical and legal responsibili-ties in the identification of safety issues in ADLs and IADLs as they evaluate and provide interven-tion to clients Earn 1 AOTA CEU (125 NBCOT PDUs1 contact hour) Order 4882 AOTA Mem-bers $45 Nonmembers $65 httpstoreaotaorgviewSKU=4882

CEonCDtradeEthics TopicsmdashOrganizational Ethics Occupa-tional Therapy Practice In a Complex Health En-vironment by Lea Cheyney Brandt Issues that can influence ethical decision making and strategies for addressing pressure from administration on servic-es in conflict with code of ethics Earn 1 AOTA CEU (125 NBCOT PDUs1 contact hour) Order 4841 AOTA Members $45 Nonmembers $65 httpstoreaotaorgviewSKU=4841

CEonCDtradeEthics TopicsmdashMoral Distress Surviving Clinical Chaos by Lea Cheyney Brandt Complex nature of todayrsquos health care environment and results in increased moral distress for occupational therapy practitioners Earn 1 AOTA CEU (125 NBCOT PDUs1 contact hour) Order 4840 AOTA Mem-bers $45 Nonmembers $65 httpstoreaotaorgviewSKU=4840

CEonCDtradeLetrsquos Think Big About Wellness by winnie Dunn Official documents and materials that support OT concept of wellness interdisciplinary literature and models from other disciplines Earn 25 CEU (313 NBCOT PDUs25 contact hours) Order 4879

AOTA Members $68 Nonmembers $97 httpstoreaotaorgviewSKU=4879

CEonCDtradeExploring the Domain and Process of Occupa-tional Therapy Using the Occupational Therapy Practice Framework 2nd Edition by Susanne Smith Roley and Janet V DeLany ways in which Framework supports practitioners by providing a holistic view of the profession Earn 3 AOTA CEU (375 NBCOT PDUs3 contact hours) Order 4829 AOTA Members $73 Nonmembers $10300 httpstoreaotaorgviewSKU=4829

Online CourseOccupational Therapy in Action Using the Lens of the Occupational Therapy Practice Frame-work Domain and Process 2nd Edition by Susanne Smith Roley and Janet DeLany Occupa-tional therapy and the occupational therapy pro-cess as described in the 2008 second edition of Framework Earn 6 AOTA CEU (75 NBCOT PDUs6 contact hours) Order OL32 AOTA Members $180 Nonmembers $255 httpstoreaotaorgviewSKU=OL32

ASSESSMENT amp EvAlUATIONSelf-Paced Clinical Course Occupational Therapy and Home Modification Promoting Safety and Supporting Participation edited by Margaret Christenson and Carla Chase Education on home modification for OT profession-als and an overview of evaluation and intervention and detailed descriptions of assessment tools Earn 2 AOTA CEUs (25 NBCOT PDUs20 contact hours) Order 3029 AOTA Members $259 Nonmembers $359 httpstoreaotaorgviewSKU=3029

CEonCDtradeThe Short Child Occupational Profile (SCOPE) by Patricia Bowyer Hany Ngo and Jessica Kramer Introduction of SCOPE assessment tool and de-scription of documenting child motivation for occu-pations habits and roles skills and environmental supports and barriers Earn 6 AOTA CEU (75 NB-COT PDUs6 contact hours) Order 4847 AOTA Members $210 Nonmembers $299 httpstoreaotaorgviewSKU=4847

CEonCDtradeStrategic Evidence-Based Interviewing in Occu-pational Therapy presented by Reneacutee R Taylor Structured semi-structured and general clinical interviewing and set of norms and communication strategies that can maximize accurate relevant and detailed information Earn 2 AOTA CEU (25 NBCOT PDUs2 contact hours) Order 4844 AOTA Members $68 Nonmembers $97 httpstoreaotaorgviewSKU=4844

CEonCDtradeModel of Human Occupation Screening Tool (MO-HOST) Theory Content and Purpose by Gary Kielhofner Lisa Castle Supriya Sen and Sarah Skinner Information from observation interview chart review and proxy reports to complete the MO-HOST occupation-focused assessment tool Earn 4 AOTA CEU (5 NBCOT PDUs4 contact hours) Order 4838 AOTA Members $125 Nonmembers $180 httpstoreaotaorgviewSKU=4838

BRAIN amp COGNITIONSelf-Paced Clinical CourseNeurorehabilitation Self-Paced Clinical Course Series by Gordon Muir Giles Kathleen Golisz Mar-garet Newsham Beckley and Mary A Corcoran In-cludes 4 componentsmdashthe Core SPCC and 3 Diag-nosis-Specific SPCCs Core SPCC Core Concepts in Neurorehabilitation Earn 7 AOTA CEU (875 NBCOT PDUs 7 contact hours) Order 3019 AOTA Mem-bers $91 Nonmembers $12880 httpstoreaotaorgviewSKU=3019 Diagnosis-Specific SPCCs

Neurorehabilitation for Dementia-Related Diseases (Order 3022 httpstoreaotaorgviewSKU=3022) Neurorehabilitation for Stroke (Order 3021 httpstoreaotaorgviewSKU=3021) and Neurorehabili-tation for Traumatic Brain Injury (Order 3020 httpstoreaotaorgviewSKU=3020) Each 1 AOTA CEU (125 NBCOT PDUs10 contact hours) AOTA Mem-bers $12950 Nonmembers $18410

CEonCDtrade NEW Using the Occupational Therapy Practice Guidelines for Adults with Alzheimerrsquos Disease and Related Disorders (ADRD) To Enhance Your Practice by Patricia Schaber Evidence-based perspective in defining the process and nature frequency and duration of interventions and case studies of adults at different stages of Alzheimerrsquos disease Earn 2 AOTA CEU (25 NBCOT PDUs2 contact hours) Order 4883 AOTA Members $68 Nonmembers $97 httpstoreaotaorgviewSKU=4883

ADED Approved CEonCDtradeDetermining Capacity to Drive for Drivers with Dementia Using Research Ethics and Profes-sional Reasoning The Responsibility of All Occupational Therapists by Linda A Hunt Re-quired professional reasoning and ethics for making final recommendations about the capacity for older adults with dementia to drive or not Earn 2 AOTA CEU (25 NBCOT PDUs2 contact hours) Order 4842 AOTA Members $68 Nonmembers $97 httpstoreaotaorgviewSKU=4842

ChIlDREN amp YOUThSelf-Paced Clinical CourseEarly Childhood Occupational Therapy Services for Children Birth to Five edited by Barbara E Chandler Federal legislation in OT practice and public awareness strategies on expertise in transi-


Assessment and Intervention2-day hands-on workshop (16 CEU)

2008 Conference Schedule

San Antonio TX Apr 19-20Charleston SC Apr 25-26

Tampa FL May 2-3Manhattan NY Jul 17-18

Virginia Beach VA Sep 20-21Morganton NC Sep 25-26

Chicago IL Oct 10-11Columbia SC Oct 16-17

Sacramento CA Oct 24-25Orlando FL Nov 14-15

For additional info and to register visitwwwbeckmanoralmotorcom

Host a Beckman Oral Motor Conference in 2009For Hosting info call (407) 590-4852 or email infobeckmanoralmotorcom

San Francisco CA Feb 29-Mar 1Burlington NC Mar 14-15

Houston TX Mar 28-29

Chicago IL Apr 11-12McAllen TX Apr 4-5

Assessment amp Intervention TrainingTwo Days of Hands-On Learning (16 CEU)

Upcoming Locations amp Dates

Harrison AR August 16ndash17

Warrenton VA August 23ndash24

San Antonio TX October 4ndash5

Miami FL October 13ndash14

Kissimmee FL November 1ndash2

Stafford TX January 18ndash19 2013

For complete training schedule amp information visit wwwbeckmanoralmotorcom

Host a Beckman Oral Motor SeminarHost info (407) 590-4852 or

infobeckmanoralmotorcomD-6064

AOTA SingleCOurSe ApprOvAlContinuing Education for Occupational Therapy Practitioners

AOTA Members 1-800-729-2682 x2834Nonmembers amp Local 301-652-6611 x2834TDD 1-800-377-8555E-mail APPaotaorg

PR-179

Approved Single Course ProviderIf you your employer or school offer occasional live OT-related courses or conferences you can gain unparal-leled exposure and credibility as an AOTA Approved Single Course Provider You now have the chance to offer valuable AOTA CEUs to your single course attendees

Providers who offer only occasional courses relevant to occu-pational therapy can apply to have a single live course approved Approval is limited to a maximum of 2 courses or 2 occurrences of a course in a 12-month period

To learn more visit us at wwwaotaorgappinfo


AT Still University5850 E Still CircleMesa AZ 85206 USA480-219-6070(fax) 480-219-6100lnishijimaatsueduwwwatsueduLinda Nishijima Program Manager

AACPDM 555 E Wells Street Suite 1100

Milwaukee WI 53202 USA414-918-3014(fax) 414-276-2146meetingsaacpdmorgwwwaacpdmorgmeetings2012Marie Grevsmuehl Meetings Manager

Abilities OT Services and Seminars Inc (AOTSS) Pikesville Plaza

600 Reisterstown Road Suite 600GHBaltimore MD 21208 USA410-358-7269(fax) 443-438-9948infoaotsscomwwwaotsscomShoshana Shamberg OTRL MS FAOTA President

ABOARDrsquos Autism Connection of PA 35 Wilson Street Suite 100

Pittsburgh PA 15223 USA800-827-9385412-781-4116(fax) 412-781-4122supportautismofpaorgwwwautismofpaorgMarie Mambuca Family Support

Academy of Lymphatic Studies 11632 High Street Suite A

Sebastian FL 32958 USA800-863-5935772-589-3355(fax) 772-589-0306admissionsacolscomwwwacolscomCarrie Brubaker Admissions RepresentativeThe Academy of Lymphatic Studies provides educa-tion and training in Lymphedema Management We are the leading school in the United States for lymphedema certification training for health care pro-fessionals in Manual Lymph Drainage and Complete Decongestive Therapy Become a Certified Lymph-edema Therapist today AOTA approved provider

Academy Medical Systems PO Box 393

Bend OR 97709 USA866-414-3500541-306-3795(fax) 949-606-8400lezliepacademymedicalcomwwwacademymedicalcomLezlie Putnam Accreditation Manager

Access 7 Services Inc6080 Jericho Turnpike Suite 200Commack NY 11725 USA631-864-7770(fax) 631-864-7773infoaccess7onlinecomwwwaccess7onlinecomDave Anton Executive Director of Business Operations

Achieve Beyond70-00 Austin Street Suite 200Forest Hills NY 11375 USA866-696-0999718-762-7633(fax) 718-886-8694infoachievebeyondusacomwwwachievebeyondusacomSonu Sanghoee Director of Speech Supervision

CEContinuing Education Directory

Occupational Therapy 2012

This essential resource guide features continuing education opportunities in a variety of learning formats

and interests to provide you with the very best options to reach your professional development goals and to encourage lifelong learning in occupational therapy Take advantage of these possibilities


Adams Brothers Communications PO Box 293

New Market MD 21774 USA877-428-2527301-694-7418contactusicuclasscomwwwicuclasscomGregory Adams Continuing Education Administrator

Adaptive Mobility Services Inc 1000 Delaney Avenue

Orlando FL 32806 USA407-426-8020(fax) 407-426-8690spierceadaptivemobilitycomwwwadaptivemobilitycomSusan Pierce OTR SCDCM CDRS President

Advanced Brain Technologies 5748 S Adams Avenue Parkway

Ogden UT 84405 USA888-228-1798801-622-5676(fax) 801-627-4505infoadvancedbraincomwwwadvancedbraincomStevie Zanetti Office AssistantAdvanced Brain Technologies (ABT) is a neurotech-nology company that develops and distributes inter-active software and music-based programs for the improvement of sensory processing self-regulation skills communication abilities attention listening and more In addition we offer professional training certification and continuing education opportunities to become providers of The Listening Programreg

Alabama State UniversityDepartment of Occupational TherapyPO Box 271Montgomery AL 36101 USA334-229-5056(fax) 334-229-5882wwwalasuedu

Allen Cognitive Network and Advisors PO Box 1093

Norton MA 02766 USAdatabaseacn1gmailcomwwwallen-cognitive-networkorgDeane B McCraith Continuing Education AdministratorACN is a nonprofit international membership organization that promotes the cognitive disabilities model introduced by Claudia Allen through networking and education ACN will sponsor the 9th Cognitive Symposium ldquoPractical Approaches to Promote Best Ability to Functionrdquo in San Diego CA November 1 to 3 2012 (185 AOTA CEUs) See details on Web site

Alvernia UniversityOccupational Therapy Program400 St Bernardine StreetReading PA 19607 USA610-568-1539(fax) 610-796-5516neilpennyalverniaeduwwwalverniaeduDr Neil H Penny Occupational Therapy Program Director

American Academy for Cerebral Palsy and Developmental Medicines 555 E Wells Street Suite 1100

Milwaukee WI 53202 USA414-918-3014(fax) 414-276-2146infoaacpdmorgwwwaacpdmorgMarie Grevsmuehl Meetings Manager

American Occupational Therapy Association4720 Montgomery LaneBethesda MD 20814-3425 USA800-SAY-AOTA (members)301-652-6611(nonmemberslocal)(fax) 301-652-7711cedeptaotaorgwwwaotaorgAOTA Continuing Education offers some of the high-est quality and most relevant continuing education available to the occupational therapy profession and to educators for supplemental use in their class-rooms CE opportunities include the AOTA 2013 Annual Conference amp Expo (April 25ndash28 in San Diego) Self-Paced Clinical Courses (SPCCs) online courses Continuing Education Articles in OT Prac-tice CEonCDtrades and Conference Webcasts Learn more about the wide variety of courses and topics available at wwwaotaorgce

American Society of Neurorehabilitation5841 Cedar Lake Road Suite 204Minneapolis MN 55416 USA952-545-6324(fax) 952-545-6073asnrllmsicomwwwasnrcom

American Society on Aging 71 Stevenson Street Suite 1450

San Francisco CA 94105 USA415-974-9600(fax) 415-974-0300infoasagingorgwwwasagingorgaiaNancy Decia

AMPS Project InternationalPO Box 271928Fort Collins CO 80527 USA970-416-8612infoampsintlcomwwwampsintlcomJo Becker Business ManagerAMPS Project International provides continuing education for occupational therapists and develops tools for occupation-based practice The Assess-ment of Motor and Process Skills (AMPS) School AMPS and Evaluation of Social Interaction (ESI) are designed to evaluate a personrsquos quality of occu-pational performance (ie activities of daily living schoolwork tasks and social skills respectively)

Anat Baniel Method4330 Redwood Highway Suite 350San Rafael CA 94903 USA415-472-6622(fax) 415-472-6624executiveadminanatbanielmethodcomwwwanatbanielmethodcomNatasha Katz Executive Assistant

CECE Directory listings of organizations that have met the requirements of the full AOTA Approved Provider Program (APP) include this icon


Sensory Integration Techniques

for

Healthcare

Professions Award Winning Online Course with

Companion Therapy Tool

at

wwwsensoryintegrationtrainingorg

04 Contact Hours

CED-6058

OT Manager Topics CEonCDTM

By Denise Chisholm PhD OTRL FAOTA Penelope Moyers Cleveland EdD OTRL BCMH FAOTA Steven Eyler MS OTRL Jim Hinojosa PhD OT BCP FAOTA Kristie Kapusta MS OTL Shawn Phipps PhD OTRL FAOTA and Pat Precin MS OTRL LP

Earn 7 CEU (875 NBCOT PDUs7 contact hours)

Successful occupational therapy management in both clini-cal and leadership positions is essential to ensure high-quality practice for clients in all settings This new CE course presents supplementary content from chapters in The Occupational Ther-apy Manager 5th Edition and provides additional applications

that are relevant to selected issues on management The course focuses on 6 specific topics with individual learning objectives and it is strongly recommended that participants read the selected chapters prior to studying the topics Topics bull Occupation-Based Practice in Managementbull Evidence-Based Occupational Therapy Management bull Evaluating Occupational Therapy ServicesmdashContinuing Quality Improvement bull Continuing Competencybull Conflict Resolutionbull Employee Motivation

Order 4880 AOTA Members $194 Nonmembers $277

neW FrOM AOTA COnTinuing eDuCATiOn

The Occupational Therapy Manager 5th EditionEdited by Karen Jacobs EdD OTRL CPE FAOTA and Guy L McCormack PhD OTRL FAOTA

This latest edition of an AOTA bestseller includes 37 new and updated chapters discussing the how-to aspects of creating evidence-based practice effectively leading and motivating staff ensuring ethical service delivery and important day-to-day items such as budgeting documentation and reimbursement

Order 1390C AOTA Members $79 Nonmembers $112

CE-248

OT MAnAger SeTmdashpurchase Together and Save 15Order 4880K AOTA Members $232 nonmembers $330

Shop AOTA today Call 877-404-AOTA or shop online at httpstoreaotaorg

RECOMMENDED READING


e M p l O Y M e N T O p p O r T u N I T I e sFaculty

School of Medicine amp Health SciencesDepartment of Occupational Therapy

assistant or associate Professor of occupational TherapyThe University of North Dakota Department of Occupational Therapy in the School of Medicine amp Health Sciences is inviting applications for a full-time 12-month assistant or associate professor who will begin December 1 2012 at our Casper WY site Candidates will have the opportunity to be an integral part of an occupational therapy program that grants an entry-level Master of Occupational Therapy (MOT) degree on two campuses located in Grand Forks ND and Casper WY The program is a satellite of the University of North Dakota professional-level MOT program and is housed at Casper College in Casper WY The University of North Dakota Occupational Therapy Program in Grand Forks began in 1954 and the Casper satellite opened in 1993PoSiTioN QualificaTioNS aNd reSPoNSiBiliTieS required Candidates must possess an earned masterrsquos degree minimum of 2 years of clinical experience evidence of teaching experience strong leadership background and familiarity with a variety of educational approaches (eg traditional online distance) Candidates must hold current certifica-tion by NBCOT and be eligible for licensure in North Dakota and Wyoming Each full-time faculty member is responsible for supporting the teaching scholarship and service missions of the depart-ment as designated in collaboration with the department chair The faculty member is responsible for providing effective learning experiences for students with diverse interests abilities and expec-tations Faculty members are expected to engage in creativescholarly activities and be involved in activities that support individuals and or groups in the institution university system professional associations or external communities at the local state regional national or international levels The position also includes undergraduate and graduate student advisement The individual will be responsible for teaching in his or her area(s) of expertise in relation to being able to teach a variety of courses within physical disabilities psychosocial occupational therapy adaptive technology and ergonomics The individual must have strong written and interpersonal communication skills Responsibilities will also include undergraduate and graduate student ad-visement Additionally this position will hold administrative responsibilities in accordance with ACOTE standards for satellite program administration PreferredEarned doctorate (or progress toward this degree) experience in higher education and proficiency in using multiple modes of teachinglearning technologies including video-conferencing and on-line instruction Veteranrsquos preference does not apply to the advertised positionSalarY Commensurate with experienceaPPlicaTioN ProceSS Apply only online via httpssecuremedundedusearchoccupational-therapy Application re-view will begin August 1 2012 and remain open until the position is filled Interested candidates should submit (1) a letter of application that includes a copy of current licensure and information on past state licensure (2) curriculum vita (3) a teaching statement and (4) the complete names addresses and phone numbers of three references A criminal history record check will also be completed per State Board of Higher Education Procedures 6023 Questions concerning this position may be directed to the Search Committee Chair

Anne M Haskins PhD OTRL Associate ProfessorUniversity of North Dakota

School of Medicine amp Health Sciences Department of Occupational Therapy2751 2nd Ave N Hyslop 210 Stop 7126 Grand Forks ND 58202

annehaskinsmedundedu or 7017770229GeNeral iNforMaTioNFounded in 1883 the University of North Dakota has a student enrollment of more than 14500 students and is one of only 47 public universities in the United States that has accredited schools of both law and medicine UND offers 89 undergraduate majors 63 undergraduate minors 57 masterrsquos programs 23 doctoral programs two professional programs (medicine and law) and a specialist diploma program in educational leadership UND is an equal opportunityaffirmative action institutionThe Casper WY satellite program was developed in 1993 in response to a critical shortage of pro-fessional therapists in that state and the absence of occupational therapy education in Wyomingrsquos higher education institutions It has been accredited since 1995 The Casper site allows the Uni-versity of North Dakota Occupational Therapy Department to assist in fulfilling university strategic planning initiatives by providing highly trained medical professionals in the region and the nation through a fully accredited mirror program Casper is the second largest community in Wyoming with a 2010 population of 55 316 residents Set in between Casper Mountain the north most part of the Laramie Mountain Range and the Platte River Casper offers year-round activities in a safe midsize city F-6084

Faculty

The UTMB Department of Occupational Therapy invites applications for two posi-tions a 12-month full-time tenure-track faculty position at the rank of assistant or associate professor and a 12-month 75 FTE nontenure track position at the rank of clinical instructor or assistant professor Rank and emphasis of duties will be com-mensurate with the individualrsquos record of prior experience and productivity Duties will include teaching research and scholarly work service on departmental school and university committees and faculty practice

We welcome the opportunity to expand our faculty with the addition of team-minded individuals committed to education and to expanding the knowledge base of occupa-tional therapy These individuals would benefit from associations with experienced occupational therapy faculty and opportu-nities to network with faculty from other schools the Division for Rehabilitation Sciences and various centers of excellence Founded in 1891 UTMB is a major medi-cal research and medical humanities center located within a resilient and multicultural community that offers numerous venues for collaboration and practice

The successful applicant will have a mini-mum of 2 years of practice in occupational therapy and eligibility for occupational therapy licensure in Texas Preferred educa-tion will be an earned PhD degree in occu-pational therapy rehabilitation sciences or other related discipline or an OTD Please send a letter of application and curriculum vitae to

Patricia Fingerhut OTR PhDChair of the Occupational Therapy

Search CommitteeDepartment of Occupational Therapy

School of Health ProfessionsThe University of Texas Medical Branch

at Galveston301 University Blvd

Galveston TX 77555-1142

The University of Texas Medical Branch is an Affirmative ActionEqual Opportunity institu-tion that proudly values diversity Candidates of all backgrounds are encouraged to apply

F-6083

Cheryl Bregman MS OTRL and her Abilipad app (wwwabilipadcom) have been gain-ing more and more national attention from occupational therapy practitioners and other professionals The adaptive keyboard allows children of all abilities to develop writing skills and to communicate with the help of pictorial cues text-to-speech technology word prediction and other enhancements The app available on iTunes really took off when it was listed on wwwappsforaacnet a listserv that updates visitors on effective apps for augmentative and alternative communications and it received praise from assistive technol-ogy specialist Jane Farrall Bregman recently spoke about Abilipad with OT Practice associate editor Andrew Waite


Waite How did you get the idea for AbilipadBregman The idea was born at the Shire School in Virginia where we use iPads to address learning goals for kids on the autism spectrum As the kids started doing more writing on their iPads I began searching for a keyboard with lowercase letters that would better support their literacy program I discovered that there was none and thatrsquos how it all started

Waite How has the app evolvedBregman As soon as the app was released I started receiving requests to add various features The first was to link keyboards to one another so that one can for example shift from a word bank back to a QWERTY keyboard Next we enabled pictures to be placed onto the keyboard We also received requests for different languages to be added and have included Spanish French and German word pre-diction and text-to-speech engines

Waite How often do you use the app in practice Bregman Every day and every student uses it differently One student might use the word prediction to assist with spelling and to reduce keystrokes Another may use the text-to-speech feature to hear what he or she has written so as to correct spelling and grammatical errors The key-

board allows for as few or as many letters as needed to be visible Because words sentences or pictures can be added to the keyboard an activity [can be graded] to make it work for students with varying abilities For example one can include only the letters of a studentrsquos name on the keyboard Once they are able to type those in the correct order more letters can be added or the target letters can be highlighted to make them more noticeable

I also create spelling activities word games and sentence-building activities based on a weekly theme and upload them into the shared keyboard section for the studentsrsquo homework Their parents in turn download those activities and it is a great way for them to share in what is being done at school

Waite What are some of the challenges you faced when creating the app and are there resources you would recommendBregman Because I needed to outsource the programming the first challenge was finding a developer After many disappointments I eventually had success using elancecom a site where one can hire freelance professionals Another challenge was marketing Prior to devel-oping Abilipad I never had a Facebook or Twitter account It quickly became evident though that social media would

be fundamental in getting my app visible amongst the excess of apps available So I have to wear many different hats and be open to new challenges every day

One of the greatest resources I dis-covered was the Moms With Apps (wwwmomswithappscom) group which is an online community of developers focused on kidsrsquo apps They provide a forum for sharing information about marketing and technical issues as well as an archive of articles from seasoned developers on their experiences

All in all it has been an incredible learning process with many surprising twists and turns I feel that [occupational therapy practitioners] have a significant contribution to make in this arena and that there is still a great need for quality apps

Waite Is this the beginning of a new career for youBregman I see it more as an extension of my therapy services One uses the same principles to create an app as one would to adapt an activity a device or an environment in order to help a student overcome an obstacle and be more inde-pendent n

QAamp

uestions and Answers

PR-205

Thousands of veterans and civilians have suffered severe traumas or life-threatening events where they felt severe role disruption for themselves and their family members These individuals need occupational therapy to rehabilitate and reinte-grate them into their communities If you are part of this critical needmdashor want to bemdashattend the outstanding AOTA Specialty Conference on Advanced Practice on Traumatic Injuries amp PTSD

SeSSIOn TOPICS

September 7ndash8 2012 San Antonio Texas

earn Up To 13 Contact Hours

early Registration ends August 20 wwwaotaorgConfandevents

Advanced-Practice

Advance Your Practice in Traumatic Injuries amp PTSD

AOTA SPeCIALTY COnFeRenCemdashAdvanced Practice in

Traumatic Injuries amp PTSD Lessons for Military VA amp

Civilian Practitioners

bull Upper Extremity Orthopedic Injuriesbull Painbull Burnsbull Vision Loss

bull Traumatic Brain Injuries (TBI)bull Warrior Transition Unitsbull Amputationsbull Post Traumatic Stress Disorder (PTSD)

bull Spinal Cord Injuries (SCI)bull Driving amp Community Mobilitybull Technologybull Return to Work

bull KeYnOTe COL Paul F Pasquina MD Walter Reed National Military Medical Center

bull PLenARY Leslie F Davidson PhD OTRL FAOTA Shenandoah University

bull PLenARY Mary Vining Radomski PhD OTRL FAOTA Sister Kenny Rehabilitation Institute

bull Krista L Brown CPT SP OTRL CHT US Army Medical Specialist Corps

bull Ted Chapman MS OTRL CHT US Army Medical Specialist Corps

bull Joyce Engel PhD OT FAOTA University of Wisconsin-Milwaukee

bull Paul A Fontana OTR FAOTA Center for Work Rehabilitation Inc

bull MAJ Sarah B Goldman PhD OTRL CHT Office of the Surgeon General

bull Yasmin Gonzalez OTRL ABDA CLT James A Haley VA Medical Center

bull Gregory Leskin PhD UCLA National Center for Child Traumatic Stress

bull Imelda Llanos MS Visual Disabilities OTRL James A Haley VA Medical Center

bull Sheri Michel OTD OTRL Warrior Transition Battalion Brooke Army Medical Center

bull Melissa L Oliver MS OTRL McGuire VA Medical Centerbull Theresa Prudencio MPH OTR CDRS William Beaumont

Army Medical Centerbull Elizabeth Sadler MHA OTRL Army Office of the

Surgeon Generalbull Lynn Stoller MS OTRL RYT Cotting Schoolbull Lisa Smurr Walters MS OTRL CHT Center for the

Intrepid

eXPeRT SPeAKeRS

Underwritten by Hartford Life and Accident Insurance Company Simsbury CT 06089 The Hartfordreg is the Hartford Financial Services Group Inc and its subsidiaries including issuing company Hartford Life and Accident Insurance Company

Administered by Marsh US Consumer a service of Seabury amp Smith IncPlans may vary and may not be available in all states All benefits are subject to the terms and conditions of the policy Policies underwritten by Hartford Life and Accident Insurance Company detail exclusions limitations limitations reduction of benefits and terms under which the policies may be continued in force or discontinued 55513 55820 55821 55822 (612) copySeabury amp Smith Inc 2012 GBD-1000A (AGP-5841)dba in CA Seabury amp Smith Insurance Program ManagementAR Ins Lic 245544 CA Ins Lic 0633005

As a healthcare professional you probably know the importance of having a solid dependable health insurance plan for yourself and your family should one of you become ill

But what if you become seriously ill or disabled causing you to be out of work for a lengthy amount of time The risks are real It could happen to you

Whatrsquos more what if you were Totally Disabled and didnrsquot have your full paycheck Think about it would you and your family be able to live on less than what you normally earn today

Thatrsquos why AOTA makes available the Disability Insurance Plan for its members This important disability program can pay more and pay longer than many plans and offers you the quality protection yoursquoll likely need

Disability Insurance Plan highlightsn Monthly benefit options from $200 to $5000

n Benefits paid up to 60 of your Pre-Disability Earningsmdashtax free Insurance coverage purchased out of your own pocket with after-tax dollars is not taxable under current tax regulations You may wish to consult a personal tax advisor for further information

n Coverage you can take with you even if you change jobs

n Part-time work benefits available

and moreYou owe it to yourself and your family to make sure yoursquore helping to protect your income with a dependable disability program With the AOTA-sponsored Disability Insurance Plan yoursquoll be helping to protect yourself your family and all that yoursquove worked for

Call 1-800-503-9230 for a free information kit or visit us at wwwaotainsurancecom

Help protect all that yoursquove worked for with the AOTA-sponsored Disability Insurance Plan


P-6045

SHARON KURFUERST EDD OTRL FAOTAVice President Rehabilitation and Orthopaedic ServicesChristiana Care Health SystemWilmington DE

JANE R YOUSEY OTRL ACC Director of Rehabilitation DevelopmentSAVA Consulting LLC Atlanta GA

This CE Article was developed in collaboration with AOTArsquos Administration amp Management Special Interest Section

ABSTRACTThis article will demonstrate the importance of creating an occupational therapy department culture that embodies the best principles of organizational ethics and ethical practice In particular the article will introduce concepts of orga-nizational ethics and ethical leadership with a secondary emphasis on applying tips and strategies to align departmen-tal operational processes with these concepts

LEARNING OBJECTIvES After reading this article you should be able to1 Recognize the key elements of organizational ethics2 Identify components of ethical leadership3 Apply concepts of organizational ethics to commonly

encountered situations in an occupational therapy department

4 Differentiate between ethical decision making and deci-sion making that puts ethical outcomes at risk

INTRODUCTION Health care professionals including occupational therapy practitioners work in environments that are constantly changing relative to clinical decision making and practice policy political contexts team structures and consumer demands (Gallagher amp Tschudin 2010) These variables often intersect to produce a complex environment that is ripe for conflict If left unmanaged this conflict can result in practitioner frustration and anger employee disengagement moral distress and potentially unethical conduct

Kerns (2003) reminded practitioners and leaders that ldquoethics is about good behaviorrdquo Defined broadly organiza-tional ethics refers to administrative and management issues that arise in the health care setting and is typically focused

on those issues that are faced by organizational leaders (Suhonen Stolt Virtanen amp Leino-Kilpi 2011) Challenges in the workplace often have multifactorial causes and no sil-ver bullet solutions however creating an ethical climate for occupational therapy practitioners in the workplace is criti-cal Shirey (2005) indicated that creating ldquoa good and accept-able ethical climate increases employee morale enhances organizational commitment and fosters an engaged and retained workforcerdquo (p 65) Occupational therapy leaders must be prepared to raise the bar on ethical behavior and to create a workplace climate that fosters ethical decision mak-ing regardless of environmental forces

UNDERSTANDING ORGANIzATIONAL ETHICS Organizational ethics is more complex than examining clini-cal or bioethics professional codes of conduct or business ethics individually Organizational ethics requires a critical evaluation of the interplay of all of these areas especially in the health care organization of today in which providers face pressure from many sourcesmdashconsumers regulatory bodies organizational managers and others Brandt (nd) noted

Occupational therapy practitioners are not immune to these pres-sures Most are familiar with the pressure to do more with less whether manifested in a lack of resources or increased produc-tivity standards Constraints in time and money will continue to exist in health care therefore occupational therapy practitioners must understand how to handle these problems ethically while addressing the needs of the clients and the communities they serve Practitioners may work within an organization but they also belong to a profession with core values based on concepts of altruism equality freedom justice dignity truth and prudence

Organizational ethics can be defined and discussed in two ways Descriptive ethics are those actions that people actually take They are the behaviors that can be observed and described with the reasons for those behaviors articu-lated (Mihaly 2007) Descriptive ethics are often concerned with examining and analyzing the reasons that people give for their moral beliefs and behaviors Prescriptive also called normative ethics look at those actions that ought to be done (Mihaly 2007) Prescriptive ethics provide reasons for behav-ior that are open to scrutiny by others and seek to identify the authoritative standards that govern moral choices (Csongradi nd) Much of the focus in health care organizations sur-rounds normative ethics however it is impossible to separate factors of descriptive from normative ethics in everyday occu-pational therapy practice within an organization

CE-1JULY 2012 n OT PRACTICE 17(13) ARTICLE CODE CEA0712

Leading With EthicsCreating an Ethical Climate in Your Occupational Therapy Department

Education ArticleEarn 1 AOTA CEU

(one contact hour and 125 NBCOT PDU)

See page CE-7 for details

AOTA Continuing Education ArticleCE Article exam and certificate are also available ONLINERegister at httpwwwaotaorgcea or call toll-free 877-404-AOTA (2682)

CE-2 JULY 2012 n OT PRACTICE 17(13)ARTICLE CODE CEA0712

Brown (1989) supported this view and identified the need for both an individualistic approach and a communal approach to looking at ethics in organizations in order to gain a greater understanding of the problems that may exist The individualistic approach focuses on individuals in the orga-nization and the degree to which they are morally respon-sible for their own behavior Efforts to modify that behavior should be aimed at the individuals themselves (Brown 1989) The communal approach recognizes that individuals do not function in isolation but rather as members of a larger entity or community (organization) This community must take some responsibility for the behavior of the people in it To change individual behavior there must also be a change in how the larger community behaves (Brown 1989) As occupational therapy practitioners and occupational therapy leaders we must recognize that the interplay between the individual practitionerrsquos behavior and the behavior of the larger organization (or the occupational therapy department) are co-mingled with one impacting and shaping the behavior of the other

Elements of an Ethical OrganizationMany occupational therapy practitioners think of organi-zational ethics in terms of the ethics applied to providing direct care rendered to clients But creating an ethical workplace climate whether at the larger organizational level or at the level of the occupational therapy department within the larger organization goes well beyond the services delivered to clients It encompasses all activities within the department The shared perceptions by practitioners of the characteristics and values both overt and covert that shape the organization affect the decisions that are made in every interaction These decisions are complex and happen at the organizational departmental and individual levels Berghofer and Schwartz (nd) stated

An ethical organization is a community of people working together in an environment of mutual respect where they grow personally feel fulfilled contribute to a common good and share in the personal emotional and financial rewards of a job well done There is a shared understanding that success depends on a constellation of relationships both internal and external not all of which are under the organizationrsquos control but which it can influence through the way it operates from a platform of ethical principles

This platform of ethical principles has been described in the literature by many with varying degrees of overlap in the characteristics of what makes an organization ethical One of the most concise and understandable models comes from the University of St Thomasrsquo Center for Ethical Business Cultures which developed The Minnesota Principles (Center for Ethical Business Cultures nd) These principles were designed to encourage dialogue among leaders in inter-national business regarding the components of an ethical

organization Although originally aimed at the global busi-ness world the principles may be applied to a vast array of organizations including those in health care They can also be applied to departments within a larger organization such as occupational therapy departments to begin the process of determining strengths and areas needing development in the journey toward establishing truly ethical climates The areas requiring examination as part of this model include the organizationrsquos values stakeholder balance process integrity long-term perspective and leadership effectiveness (Jondle Shoemake amp Kowske 2011) Winkler Gruen and Sussman (2005) similarly identified four key considerations in devel-oping an ethical organization with their research specifically focused on health care organizations These considerations consist of providing care with compassion treating employ-ees with respect acting in a public spirit and spending resources responibly Although each of these elements that support the development of organizations or departments that foster an ethical climate warrants a more in-depth study the remainder of this article focuses on effective and ethical leadership As occupational therapy managers and leaders we must develop a robust and mature sense of ethics in our own leadership skills and style culminating in the ability to incorporate the other elements into our departments and communicate their importance both directly and indirectly to those we lead

ETHICAL LEADERSHIPOccupational therapy leaders must take not only an indi-vidualistic approach to managing ethics but also a commu-nal approachmdashthat is they must foster a climate in which each member of the occupational therapy department is supported and guided in making ethically sound decisions According to Prince ldquoa leaderrsquos most important responsibil-ity is to influence others to make ethically sound decisions and that starts with leaders personally behaving ethicallyrdquo (Squazzo 2012 p 37) Gardner (2007) reiterated that the best way for a leader to stand up to ethical pressure and behave as a role model to others is to ldquobelieve that retaining an ethical compass is essential to the health of your organiza-tion (department)rdquo (p 54) But that is easier said than done Amid the current pressures of productivity expectations reimbursement challenges staffing shortages and more com-plex health care systems to navigate a leader may be just one decision away from eroding the ethical climate in his or her department albeit unknowingly and unintentionally

Ethical leadership is ldquoknowing your core values and hav-ing the courage to live them in all parts of your life in service of the common goodrdquo (Center for Ethical Leadership nd) The inability to execute this definition of ethical leadership in everyday practice and departmental operations can lead to moral distress defined by Mitton Peacock Storch Smith and Cornelissen (2010) as ldquothe physical and emotional


Brandt L C (nd) On organizational ethics Retrieved from httpwwwaotaorgpractitionersethicsadvisoryorganizationaspx

Brown M (1989) Ethics in organizations Retrieved from httpwwwscueduethicspublicationsiiev2n1

Brown M E amp Trevino L K (2006) Ethical leadership A review and future directions The Leadership Quarterly 17 595ndash616

Center for Ethical Business Cultures (nd) The Minnesota Principles Toward an ethical basis for global business Retrieved from httpwwwcebcglobalorgindexphpaboutthe-minnesota-principles

Center for Ethical Leadership (nd) Ethical leadership Retrieved from httpethicalleadershiporgabout-usphilosophies-definitionsethical-leadership

Centers for Medicare amp Medicaid Services (2011) 42 CFR Parts 413 424 and 455 Federal Register 76(88) Retrieved from httpwwwgpogovfdsyspkgFR-2011-05-06html2011-10555htm

Csongradi C (nd) Why the topic of bioethics in science classes A new look at an old debate Retrieved from httpwwwaccessexcellenceorgLCSERBEdefinitionsphp

Gallagher A amp Tschudin V (2010) Educating for ethical leadership Nurse Education Today 30 224ndash227

Gardner H (2007) The ethical mind A conversation with psychologist Howard Gardner Harvard Business Review 85(3) 51ndash56 142

Hofmann P B (2012) Fear of conflict Management and ethical costs Health-care Executive 27(1) 58ndash60

Jondle D J Shoemake R C amp Kowske B (2011) Assessing the ethical cul-ture Retrieved from httpwwwkenexacomgetattachment5660e59e-ea73-40f6-a3db-35fb74639073Assessing-the-Ethical-Cultureaspx

Kerns C D (2003) Creating and sustaining an ethical workplace culture Gradiadio Business Review 6(3) Retrieved from httpgbrpepperdineedu201008Creating-and-Sustaining-an-Ethical-Workplace-Culture

Markkula Center for Applied Ethics (2009) A framework for thinking ethically Retrieved from httpwwwscueduethicspracticingdecisionframeworkhtml

Mihaly M (2007) Moral theory The fundamentals Ethics and Behavior 17 406ndash407

Mitton C S Peacock J Storch N Smith amp Cornelissen E (2010) Moral distress among healthcare managers Conditions consequences and potential responses Healthcare Policy 6(2) 99ndash112

Shirey M A (2005) Ethical climate in nursing practice The leaderrsquos role JONArsquos Healthcare Law Ethics and Regulation 7(2) 59ndash67

Squazzo J D (2012) Ethical challenges and responsibilities of leaders Health-care Executive 57(1) 31ndash38

Stenmark C K amp Mumford M D (2011) Situational impacts on leader ethical decision-making The Leadership Quarterly 22 942ndash955

Suhonen R Stolt M Virtanen H amp Leino-Kilpi H (2011) Organizational eth-ics A literature review Nursing Ethics 18 285ndash303

Winkler E C Gruen R L amp Sussman A (2005) First principles Substantive ethics for healthcare organizations Journal of Healthcare Management 50(2) 109ndash119

Final Exam CEA0712

Leading With Ethics How to Create an Ethical Climate in Your Occupational Therapy Department bull July 23 2012

To receive CE credit exam must be completed by July 31 2014

Learning Level IntermediateTarget Audience Occupational therapists and occupational

therapy assistantsContent Focus Category 3 Professional Issues

1 Occupational therapy departments that either overlook or permit compromised ethical practices often struggle with which one of the following

A Understanding AOTArsquos Occupational Therapy Code of Ethics and Ethics Standards (2010) (Code and Ethics Standards)

B Having foundational organizational policies and sys-tems in place

C Employing adequately trained and experienced staff to provide care

D Understanding the interplay of human behavior in the organizational environment

2 Creating an ethical climate in an occupational therapy department can serve to

A Improve employee morale B Foster an engaged and retained workforce C Foster an environment that supports descriptive ethics D Both A and B

3 The best definition of prescriptive ethics is

A Looking at those actions that ought to be done B Examining those actions that were done incorrectly C Watching employeesrsquo actual behaviors D Evaluating the environment for areas requiring change

to support ethical behavior and decision making

4 An employee is billing inaccurately and has submitted charges for services that were not rendered The best course of action is to

A Interview all clients that you suspect were falsely billed to determine whether they received occupa-tional therapy services

B Discipline the employee for falsely billing and involve the human resources department

C Back out inappropriate charges for the services not rendered

D Do nothing immediately and see whether the third-party payer notices the problematic charges

How To Apply for Continuing Education CreditA After reading the article Leading With Ethics How to Create an

Ethical Climate in Your Occupational Therapy Department register to take the exam online by either going to wwwaotaorgcea or calling toll-free 877-404-2682

B Once registered you will receive your personal access informa-tion within 2 business days and can log on to wwwaota-learn-ingorg 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 July 31 2014

D Upon successful completion of the exam (a score of 75 or more) you will immediately receive your printable certificate

Earn 1 AOTA CEU (one contact hour and 125 NBCOT PDU) See below for details

continued on next page

New Self-Paced cliNical courSe Mental Health Promotion Prevention and intervention with children and Youth a Guiding framework for occupational TherapyEdited by Susan Bazyk PhD OTRL FAOTA

earn 2 aoTa ceus (25 NBcoT Pdus20 contact hours)

Shop online at httpstoreaotaorgviewSKu=3030 or call 877-404-aoTa

Occupational Therapyrsquos Role in Mental Health Promotion Prevention and Interven-tion With Children and Youth is a critically important professional development tool for occupational therapy practitioners who work with children and youth It provides a necessary framework on mental health that can be applied in all pediatric practice settings and lays a foundation for conceptualizing the role of occupational therapy in promoting preventing and providing mental health intervention for children that may or may not have disabilities mental illness or both in school and community settings Chapters take a public health approach to occupational therapy services at all levelsmdashuniversal targeted and intensivemdashwith a clear emphasis on helping children develop and maintain positive mental health psychologically socially functionally and in the face of adversity

Learn how to contribute your occupational therapy expertise to mental health promotion prevention and intervention with children and youth through AOTA learning

order 3030 aoTa Members $259 Nonmembers $359

essential learning on Mental Health Practice with children and Youth

CE-205

1


FEATURES













Editor Ted McKenna


































CESPECIAL


DEPARTMENTS

News 2












AOTA News












Industry News

































Resource






















FROM






































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QAamp


PR-205


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Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712



























1


FEATURES













Editor Ted McKenna


































CESPECIAL


DEPARTMENTS

News 2












AOTA News












Industry News

































Resource






















FROM






































QA

continued on page 9



T e c H T A l K

























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UN

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JOSEPH BRUNNER

DAvID vALvANO

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October


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D-5812
























wwwchathameduccpsot













D-6082
















































PR-179












































for

Healthcare



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04 Contact Hours

CED-6058











CE-248



RECOMMENDED READING








Faculty










F-6083













QAamp


PR-205


SeSSIOn TOPICS




Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712





























AOTA News












Industry News

































Resource






















FROM






































QA

continued on page 9



T e c H T A l K

























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DAvID vALvANO

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wwwchathameduccpsot

D-5812
























wwwchathameduccpsot













D-6082
















































PR-179












































for

Healthcare



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04 Contact Hours

CED-6058











CE-248



RECOMMENDED READING








Faculty










F-6083













QAamp


PR-205


SeSSIOn TOPICS




Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712








































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FROM






































QA

continued on page 9



T e c H T A l K

























Time Well Spent


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IVER

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Program












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Ongoing
















wwwchathameduccpsot

D-5812
























wwwchathameduccpsot













D-6082
















































PR-179












































for

Healthcare



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04 Contact Hours

CED-6058











CE-248



RECOMMENDED READING








Faculty










F-6083













QAamp


PR-205


SeSSIOn TOPICS




Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712
































































QA

continued on page 9



T e c H T A l K

























Time Well Spent


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JOSEPH BRUNNER

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wwwchathameduccpsot

D-5812
























wwwchathameduccpsot













D-6082
















































PR-179












































for

Healthcare



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04 Contact Hours

CED-6058











CE-248



RECOMMENDED READING








Faculty










F-6083













QAamp


PR-205


SeSSIOn TOPICS




Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712




























T e c H T A l K

























Time Well Spent


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ALE

X ST

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JOSEPH BRUNNER

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wwwchathameduccpsot

D-5812
























wwwchathameduccpsot













D-6082
















































PR-179












































for

Healthcare



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04 Contact Hours

CED-6058











CE-248



RECOMMENDED READING








Faculty










F-6083













QAamp


PR-205


SeSSIOn TOPICS




Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712





































Time Well Spent


ILLU

STR

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ALE

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SJA

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D-5812
























wwwchathameduccpsot













D-6082
















































PR-179












































for

Healthcare



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04 Contact Hours

CED-6058











CE-248



RECOMMENDED READING








Faculty










F-6083













QAamp


PR-205


SeSSIOn TOPICS




Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































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wwwchathameduccpsot













D-6082
















































PR-179












































for

Healthcare



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04 Contact Hours

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CE-248



RECOMMENDED READING








Faculty










F-6083













QAamp


PR-205


SeSSIOn TOPICS




Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712




























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wwwchathameduccpsot













D-6082
















































PR-179












































for

Healthcare



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04 Contact Hours

CED-6058











CE-248



RECOMMENDED READING








Faculty










F-6083













QAamp


PR-205


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eXPeRT SPeAKeRS















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Intrepid

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Faculty










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QAamp


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Intrepid

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Final Exam CEA0712










































































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P-6045

















































Final Exam CEA0712

















































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Healthcare



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RECOMMENDED READING








Faculty










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Intrepid

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RECOMMENDED READING








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QAamp


PR-205


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Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712


































Faculty










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PR-205


SeSSIOn TOPICS




Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712







































QAamp


PR-205


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Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712



























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Advanced-Practice























Intrepid

eXPeRT SPeAKeRS















P-6045

















































Final Exam CEA0712









































P-6045

















































Final Exam CEA0712











































































Final Exam CEA0712



























ot practice july 23 issue

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