Navigating Career Transitions...Successfully Navigating or e-mail [email protected] From Student to...

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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

MARCH 11 2013

PLUS

Level II FieldworkUsing Voice-to-Text AppsNews Capital Briefing amp More

Navigating Career Transitions

From Student to Practitioner

From Practitioner to Academic

P-6350

1

AOTA bull THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATIONV O L U M E 1 8 bull I S S U E 4 bull M A R C H 1 1 2 0 1 3

FEATURES

Joining the Workplace 8 Successfully Navigating From Student to PractitionerAndrew Waite speaks with participants in AOTArsquos Emerging Leaders program who share their lessons learned in successfully making the transition from student to practitioner

Making the Move 13 Transitioning From Practitioner to AcademicRobyn Otty and William Wrightsman note that as demand for occupational therapy increases the profession risks a shortage of qualified educators One great resource for recruiting clinicians

CO

VER ILLUSTRATION copy BULLSEYE IMAGEZOO JUPITER IMAGES

DEPARTMENTSNews 3

Capital Briefing 6Habilitative Services An Opportunity for the Profession

Fieldwork Issues 7Learning to Use Occupation as Treatment During Level II Fieldwork

Tech Talk 18The Power of Speech Using Voice-to-Text Apps

Calendar 20Continuing Education Opportunities

Employment Opportunities 27

Questions and Answers 32Kerri Morgan

OT PRACTICE bull MARCH 11 2013

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 4720 Montgomery Lane Suite 200 Bethesda MD 20814-3449 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

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 Intervention 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

Sharon Kurfuerst Chairperson Administration amp Management Special Interest Section

Teresa A May-Benson Chairperson Sensory Integration Special Interest Section

Lauro A Muntildeoz 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

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 2013 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 Suite 200 Bethesda MD 20814-3449

301-652-2682 Periodical postage is paid at Bethesda MD

and at additional mailing offices

US Postmaster Send address changes to OT Practice AOTA

4720 Montgomery Lane Suite 200 Bethesda MD 20814-3449

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 and

Canada are $225 for individuals and institutions Subscriptions

outside the US and Canada are $325 for individuals and $380

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

p 13

p 32

AOTA CEonCDTM

Everyday Ethics Core Knowledge for Occupational Therapy Practitioners and Educators 2nd EditionPresented by Staff Liaison to the Ethics Commission Deborah Yarett Slater MS OTL FAOTA

Contributions from S Maggie Reitz PhD OTRL FAOTA Lea C Brandt OTD OTRL and Linda Gabriel PhD OTRL

Earn 3 AOTA CEU (375 NBCOT PDUs3 contact hours)

This course provides a foundation in basic ethics information that gives context and assistance with application to daily practice for students clinicians educa-tors researchers and those in other occupational therapy-related roles Seven overarching learning objectives address critical information includ-ing a discussion on key ethical theories and principles that assist in analyzing and resolving situations that present ethics challenges It is a goal of this course to reinforce the value of self-reflection on onersquos practice in order to promote enhanced competency and ethical behavior

Required Reading Reference Guide to the Occupational Therapy Code of Ethics and Ethics Standards 2010 Edition is required reading in order to successfully complete the exam

Order 4846 AOTA Members $105 Nonmembers $150

Enhance Your Knowledge of Ethics and Ethics Standards

AOTA Press

Reference Guide to the Occupational Therapy Code of Ethics and Ethics Standards 2010 EditionEdited by Deborah Yarett Slater MS OTL FAOTA

Foreword by Florence Clark PhD OTRL FAOTA

This book updated to reflect the 2010 Code was written to assist all occupa-tional therapy personnel as they confront ethical issues throughout their careers due to the complexity of society and the systems in which they work The content includes a broad variety of the educational tools including new advisory opinions and articles that address current ethical trends The authors have provided the tools and resources needed to facilitate the ethical reasoning that will positively affect those served by occupational therapy

Order 1139F AOTA Members $44 Nonmembers $62

Shop AOTA TodayCall 877-404-AOTA bull Visit httpstoreaotaorg

BK-297

3OT PRACTICE bull MARCH 11 2013

N e w sAssociation updatesprofession and industry news

AOTA News

Conference Offers In-Depth Health Care Sessions

Conference is the place for occupational therapy prac-titioners (and soon-to-be

practitioners) to gather together every year and 2013 will offer more than 900 sessions work-shops and research platforms covering advanced practice topics professional growth licensure renewal and more

In-depth sessions on health care reform for exam-ple will include ldquoOT as Primary Care Health Care Systems Changerdquo led by AOTA Chief Public Affairs Officer Christina Metzler For more reasons on why to attend visit wwwaotaorgconferencedocs2013conferencereasons Early registration deadline is March 27 Visit wwwaotaorg conferencedocs2013confer enceregistration

Seeking Authors for New Edition of Culture amp Occupation

A OTA Press is seeking chapters for a new edition of Culture amp Occupation

which will focus on cultural effectiveness in traditional practice teaching research and communitypopulation- based practice The new work will be edited by Shirley Wells Roxie Black and Jyothi Gupta

This call for chapters and content is for case or research studies andor storiesnar-ratives that depict effective cultural interactions in a variety of practice arenas in academic

and fieldwork education and in cultural research For addi-tional information including a sample outline contact Black at rblackusmmaineedu

The deadline for the initial round of submissions is May 15 2013 This timeline will allow prospective authors to meet with the editors at the 2012 AOTA Annual Conference amp Expo in San Diego if they desire

Get OT Month Ideas

A pril is National Occupa-tional Therapy Monthmdash an excellent opportunity to

showcase our brand ldquoOccupa-tional Therapy Living Life To Its Fullestregrdquo as well as your skills program or business If you already have an OT Month plan on the drawing board please share your ideas in the OT Month forum on OT Connec-tions For more ideas on how to celebrate visit wwwaotaorgpractitionersawarenessot-monthcelebrate-ot

Emerging Leaders Programrsquos Invitation to Apply

New practitioners and students AOTA invites you to apply to the fourth

Emerging Leaders Develop-ment Program designed to help you develop the skills to become a future leader within AOTA and the profession an essential step to achieving the goals of the Centennial Vision Practitioners with 5 or fewer years of experience and stu-dents in their last year of school can apply Watch the AOTA Web site and the 1-Minute Update for the ldquoinvitation to

applyrdquo and a full description of the program The application period will open April 15 and the deadline is May 13 To read more on the Emerging Leaders Program visit wwwaotaorgpractitionersresourceseldp

Accreditation Visits Scheduled for Fall 2013

A s required by the US Department of Education this serves as notice to the

public of upcoming accred-itation visits and the oppor-tunity for written third-party comment Written comment concerning accreditation qual-ifications for the institutions or programs listed below (ie determining whether a program appears to be in compliance with Accreditation Council for Occupational Therapy Educa-tion [ACOTEreg] accreditation standards or ACOTE accredi-tation policy) may be submitted no later than 20 days prior to the programrsquos scheduled on-site evaluation to Sue Graves assistant director of Accredita-tion AOTA 4720 Montgomery Lane Suite 200 Bethesda MD 20814-3449

Receipt of the third-party comment will be acknowledged and processed according to ACOTErsquos Policy on Third-Party Comment which includes sending a copy of the com-ment letter to the director of the occupational therapy or occupational therapy assistant program named in the letter

The following programs are scheduled for on-site evalua-tions in fall 2013 All programs will be evaluated under the new 2011 ACOTE Accreditation Standards which go into effect on July 1 2013

September 16 to 18 2013Bay Path College (OTM) Long-

meadow MassachusettsSinclair Community College

(OTA) Dayton OhioUniversity of Wisconsinndash

Milwaukee (OTM) Milwaukee Wisconsin

September 23 to 25 2013Elizabethtown College (OTM)

Elizabethtown PennsylvaniaKean University (OTM) Hillside

New JerseyOrange County Community

College (OTA) Middletown New York

West Virginia University (OTM) Morgantown West Virginia

September 30 to October 2 2013East Arkansas Community

College (OTA) Forrest City Arkansasmdashinitial on-site evaluation

October 7 to 9 2013Central Piedmont Community

College (OTA) Charlotte North Carolinamdashinitial on-site evaluation

University of Medicine and Dentistry of New Jersey (OTA) Scotch Plains New Jerseymdashinitial on-site evaluation

October 21 to 23 2013Community College of Allegheny

CountyBoyce Campus (OTA) Monroeville Pennsylvania

Brown Mackie CollegendashOklahoma City (OTA) Oklahoma City Oklahomamdashinitial on-site evaluation

South UniversityndashWest Palm Beach (OTA) Royal Palm Beach Floridamdashinitial on-site evaluation

Touro University Nevada (OTM) Henderson Nevada

October 28 to 30 2013Rockland Community College

(OTA) Suffern New YorkWayne State University (OTM)

Detroit Michigancontinued

4 MARCH 11 2013 bull WWWAOTAORG

November 4 to 6 2013Cossatot Community College of the

University of Arkansas (OTA) Ashdown Arkansasmdashinitial on-site evaluation

Maryville University (OTM) St Louis Missouri

Salus University (OTM) Elkins Park Pennsylvaniamdashinitial on-site evaluation

Trinity Washington University (OTA) Washington DCmdashinitial on-site evaluation

November 13 to 15 2013Community College of Rhode

Island (OTA) Newport Rhode Island

November 18 to 20 2013Pueblo Community College

(OTA) Pueblo ColoradoWright College (OTA) Chicago

Illinois

Upcoming Pediatric Chat

Participate in AOTArsquos pedi-atric virtual chat Collab-oration Matters A School

Teamrsquos Perspective on April 11 from 400 pm to 500 pm EST To join the chat and view chat archives visit wwwtalkshoecomtc73733

Ethics Commission Seeks Public Member

A OTArsquos Ethics Commission (EC) is seeking candidates to fill the position of Public

Member The term is 3 years and starts July 1 2013

The EC is a standing commis-sion of the AOTA Representative Assembly The EC develops and revises the Occupational Therapy Code of Ethics and Ethics Standards (Code and Ethics Standards) as well as the Enforcement Procedures for the Occupational Therapy Code of Ethics and Ethics Standards to promote quality care and professional conduct Additional responsibilities include developing continuing

education products and other ethics resources to inform and educate the members volunteer leadership groups and consum-ers regarding application of the Code and Ethics Standards

If you know of or work with a person in a health-related profession who is not an occu-pational therapy practitioner and is qualified and interested in serving on AOTArsquos Ethics Commission please have him or her submit a curriculum vitae and a letter of interest outlining his or her specific ethics-related qualifications to Deborah Slater by May 24 2013 For more information contact Slater at dslateraotaorg or at 800-877-1383 ext 2206

AOTArsquos Health Care Reform Efforts

AOTArsquos work on health care reform did not end when the Affordable Care Act was

signed into law Implementation will continue through 2016 and beyond and AOTA is closely following state and federal reg-ulatory and other processes pro-viding comments and ensuring that the interests of the occu-pational therapy profession and your clients are advanced and protected To read more about our efforts including FAQs visit wwwaotaorgpractitionersadvocacystatestatenewsnewsaota-and-health-care-reform

Get Tips for Healthy Gardening

Gardening is one of the most popular pastimes for Ameri-cans but doing it incorrectly

can lead to back pain joint ache and muscle strains Developed by occupational therapy practi-tioners the Tip Sheet Healthy Gardening available at wwwaotaorgfact-sheetsgardening provides helpful suggestions for decreasing the aches pains and strains that often occur during gardening

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 in Action Using the Lens of the Occupational Therapy Practice Framework Domain and Process 2nd Edition(ONlINE COURSE)S S Roley amp J DelanyEarn 6 AOTA CEU (75 NBCOT PDUs6 contact hours)

Divided into four sectionsmdashCore Concepts Evaluation Interven-

tion and Outcomesmdashthis course focuses on understanding occupa-tional therapy and the occupational therapy process as described in the 2008 edition of the Occupational Therapy Practice Framework and builds on the original online Framework course $180 for members $255 for non-members Order OL32 httpstoreaotaorgviewSKU=OL32

Everyday Ethics Core Knowledge for Occupational Therapy Practitioners and Educators 2nd Edition(CEonCDtrade)D Y Slater S M Reitz L C Brandt amp L GabrielEarn 3 AOTA CEU (375 NBCOT PDUs3 contact hours)

This course provides a foundation in basic ethics information that

gives context and assistance with application to daily practice for students clinicians educators re-searchers and others in occupation-al therapyndashrelated roles This course aims to reinforce the value of self- reflection on onersquos practice in order to promote enhanced competency and increased ethical behavior$105 for members $150 for nonmembers Order 4846 httpstoreaotaorgviewSKU=4846

Mentoring Leaders The Power of Storytelling for Building Leadership in Health Care and EducationE Gilfoyle A Grady amp C Nielson

This reader-friendly text provides in-depth discussion on the

various forms mentoring can take including group and off-site mento-ring A workbook offers readers many stories reflecting the core concepts as well as questions for self-reflection $44 for members $6250 for nonmembers Order 1255 httpstoreaotaorgviewSKU=1255

Occupational Therapy Fieldwork Survival Guide A Student Planner 2nd EditionB Napier

This interactive book provides

students with an organizational tool that will help them make the transition from academic work to clinical focus smoothly and to thrive during fieldwork Chapters feature personal professional and client success strategies as well as reflec-tive forms to complete In addition ldquoTalk It Over With Your Clinical Supervisorsrdquo boxes suggest useful questions to ask about each of the topics discussed in the book $34 for members $49 for non-members Order 1253 httpstoreaotaorgviewSKU=1253

OUTSTANDINGRESOURCES

FROM

Bulletin Board is written by Amanda Fogle AOTA marketing specialist


Industry News

New Academic Programs

shenandoah University in Winchester Virginia has collaborated with Inova Hos-

pital to bring medical education programs to Northern Virginia including occupational therapy to grow and strengthen the regional workforce

In addition Salem State Uni-versity in Salem Massachusetts is offering a new postprofes-sional masterrsquos degree program in occupational therapy

Practitioners in the News

n Joanne Flanagan ScD OTRL and Jill Zwicker OT PhD will speak this month at an inter-disciplinary conference called Spectrum of Developmental Dis-abilities XXXV The Continuum of Motor Dysfunction hosted by Johns Hopkins University in Baltimore Maryland

n Cara Koscinski MOT OTRL recently published The Pocket Occupational Therapist a guide for caregivers of children with physical and developmental disabilities Her book contains questions that pediatric occupa-tional therapists are frequently asked related to sensory pro-cessing handwriting corebody muscle weakness feeding life skills and more n laurel Koval MOT OTRL CBIS an occupational thera-pist at the VA-Health System in Pittsburgh Pennsylvania received the 2013 Outstanding Fieldwork Educator Award from the Department of Occupational Therapy at Duquesne University in Pittsburgh Pennsylvania n Mary law PhD MSc BSc Texas Womanrsquos Universityrsquos 20th Vanderkooi Endowed Lecturer received a welcome to Texas from her homeland at a reception hosted in Dallas by Consul General of Canada Paula Caldwell St-Onge The reception recognized the

impact and importance of Lawrsquos contributions toward the health of individuals all over the world through her occupational therapyndashfocused research The consul general also introduced and attended Lawrsquos lecture on ldquoEnabling Occupation Ideas and Evidence for Practicerdquo to an audience of 250 the following dayn Gayle San Marco OTRL CDRS appeared on the Los Angelesndasharea radio show ldquoAccess Unlimitedrdquo on KPFK 907 FM to promote occupational therapyrsquos role in driver rehabilitation To listen to the show which aired on February 13 visit httparchivekpfkorgindexphpshokey=au and select the podcast under ldquoavailable showsrdquon Michelle McCann OTRL CBIS team leader of Occupa-tional Therapy and Speech-Lan-guage Pathology at HealthSouth Rehabilitation Hospital of Sewickley in Pittsburgh Penn-sylvania has been recognized by the Department of Occu-

pational Therapy at Duquesne University with a Community Servant Leadership Award The department recognized McCann for her efforts in piloting a ground-breaking collaborative student supervision model with three Level II FW Duquesne occupational therapy students during the summer of 2012 n Debra Young MEd OTRL SCEM ATP CAPS has been appointed to the National Association of Home Builders Board (NAHB) of Directors as a 2013ndash2014 alternate asso-ciate director Young was also approved as an NAHB instructor for CAPS and universal designbuild courses n

Andrew Waite is the associate editor

of OT Practice He can be reached at

awaiteaotaorg

St Catherine UniversityOT Practice 2013 issues 7125rdquow x 4375rdquoh 4c

Advance your career with a doctorateOur post-professional doctorate in occupational therapy develops

ethical visionary leaders who want to advance their knowledge

and skills to improve societal health and well-being

bull Earn your degree online

bull Tailor your program Choose your area of focus

bull Deepen your knowledge and grow in your career

bull Shape the profession through education and leadership

bull Learn more at stkateeduOTD

Henrietta Schmoll School of Health

Beth PerraOccupational TherapistMounds View Public Schools Minnesota

P-6341

More news you can usehttpwwwaotaorgPubsEnews1MinUpdateaspx


c a p i t a l b r i e f i n g

mplementation of the Affordable Care Act (ACA) is happening at a whirlwind pace In many cases implementation decisions are being made at the state level The venues where those decisions are being made vary by state Often it is not the state legislatures taking action but state agencies or ad hoc health care reform committees created for the sole purpose of making recom-mendations related to a narrow set of issues This creates a challenging envi-ronment for advocates but the Ameri-can Occupational Therapy Association (AOTA) is working with state occupa-tional therapy associations to represent the interests of the profession

One key advocacy opportunity relates to how habilitative services must be covered for the millions of people who will be newly insured because of the ACA Habilitative ser-vices are considered essential health benefits by the law and therefore must be covered in some fashion for almost everyone who purchases insurance as an individual or as part of a small group as well as those newly eligible for Medicaid However the details of how this benefit category will be defined will vary by state and AOTA wants to ensure occupational therapy services are included in habilitative benefits throughout the country The following examples demonstrate the importance of the partnership between AOTA and state occupational therapy associations on this issue

In Arkansas an advisory committee was tasked with making recommen-dations to the state Department of Insurance about how habilitative ser-vices should be defined and covered In doing so the advisory committee held public meetings AOTA learned of these meetings from a consulting

firm Stateside Associates with which it has a contract to provide information about such activities AOTA informed the Arkansas Occupational Therapy Association about the meetings and it provided the association with back-ground information to empower its leadership to participate and advocate for occupational therapy services as a component of habilitative services In the end the advisory committee produced a recommended definition that included two elements that AOTA has advocated for that habilitative ser-vices include maintenance of function services and that they are covered at least as extensively as rehabilitative services

In the District of Columbia (DC) a similar set of circumstances emerged AOTA worked with the DC Occupa-tional Therapy Association and a mem-ber of its leadership team got involved in the decision making process The recommended definition that emerged explicitly mentions occupational ther-apy as a component of habilitative ser-vices In addition the recommendation clarified that such services should be made available without the age restric-tions that currently exist in DC law

Unfortunately there is not always a public process that allows for participa-tion in these decisions before they are made In Michigan a state agency that regulates insurance issued an order requiring coverage of applied behav-ioral analysis as a habilitative service (see the order at httptinyurlcomcs3ldwe) The order also acknowledged that habilitative services ldquoencompasses many different types of servicesrdquo and mentioned occupational therapy as one of those types However the order is too ambiguous as to whether occupa-tional therapy services must be covered

for habilitative purposes Therefore AOTA has been working with the Mich-igan Occupational Therapy Association and other therapy advocacy organiza-tions to request an agency clarification that explicitly requires coverage for occupational therapy services (see the joint letter to the agency at httptinyurlcombe4v74k)

Ohiorsquos situation is similar to Mich-iganrsquos albeit somewhat better for the profession There the governor defined habilitative services in a letter to the federal government The definition explicitly requires coverage of occu-pational therapy services but only for children with an autism diagnosis AOTA has been advocating for a much broader definition and it provided assistance to the Ohio Occupational Therapy Association in an effort to get the definition modified Advocacy on this issue in Michigan and Ohio is ongoing

As these experiences illustrate the partnership between AOTA and state associations is critical to achieve advo-cacy successes In addition it is clear that advocacy before final decisions are made as took place in Arkansas and DC is preferable to advocating for changes afterward as is required in Michigan and Ohio Most states have not defined habilitative services yet and other advocacy opportunities will undoubtedly emerge In fact a finalized federal rule is expected soon that might change the requirements of states on this issue creating a flurry of new activities Your membership in AOTA and your state occupational therapy association make these advocacy efforts on behalf of the profession possible n

Dan Brown is AOTArsquos senior state policy analyst

iHabilitative Services

An Opportunity for the ProfessionDan Brown

C A P i T A l B r i e f i N G

Learning to Use Occupation as Treatment During Level II Fieldwork

Debra Hanson


nderstanding occupation and recognizing the value of engage-ment in meaningful occupations are at the core of the occupa-tional therapy profession How do students actually learn to apply occupation-based ideals in practice Furthermore how can fieldwork educators support

student effortsCopley Rodger Hannay and Gra-

ham used focus groups and interviews to explore the specific challenges experienced by students in learning to use occupation-centered approaches1 They gathered qualitative data from nine students who had completed Level I and II fieldwork in a pediatric practice setting and two fieldwork educators who had 5 to 11 years of experience in occupational therapy Questions centered on student experiences in learning to use occupation as treatment and fieldwork educator experiences in teaching occupation-based evaluation and treatment Three focus groups were conducted with each group of students in the early middle or end stages of their clinical placement and three interviews were completed with each clinical educator at similar intervals Secondary sources of data used to interpret and confirm interview data included observations review of therapy plans and progress notes and review of the educatorsrsquo tutorial group e-mails

Three main themes were identi-fied that characterized the challenges encountered by students The first theme ldquocapturing the big picturerdquo describes the difficulty students reported in directing their thinking toward occupation rather than focusing on underlying skills and performance components Students reported that

differences in practice approaches among fieldwork educators compli-cated their learning in that not all educators were using a predominantly occupation-based approach Students also described challenges with ldquothe doingrdquo of occupation particularly the spontaneous nature of the sessions and the need to deviate from planned activities as issues arose Simulating occupations added to this challenge as students often lacked effective ques-tioning skills to adequately develop an understanding of how contextual issues affected performance Maintaining child engagement during treatment sessions and establishing goals that tapped into the childrsquos motivation added to the difficulty of ldquodoingrdquo occupation The third theme ldquolearning the nitty grittyrdquo describes student experiences of learn-ing to refine their questioning skills facilitate child-centered treatment strategies and use performance-based tools and models effectively Students acknowledged difficulty in moving beyond superficial questions to probe or prompt for specific tasks They sim-

ilarly struggled with guiding children who did not have good problem-solving abilitiesmdashspecifically the students lacked skill in challenging and re- directing inappropriate child-initiated goals or activities Students reported it was difficult to identify performance breakdowns and test solutions while using a theoretical model or framework particularly with tasks that were new or unfamiliar to them

A follow-up article regarding the same study described strategies used by fieldwork educators to support student learning2 Two distinct themes emerged that described the ldquoturn-ing pointsrdquo in learning as students became more comfortable with using occupation-based assessments and intervention and factors that stu-dents found helpful in ldquopiecing the puzzle togetherrdquo As students saw the effectiveness of incorporating occu-pation into evaluation and treatment they became more confident in their work and realized they could directly affect a childrsquos motivation for therapy Deciding when and how to be direc-tive in therapy was another turning point in identifying and addressing performance deficits Learning the value of attention to the environment particularly of involving parents and caregivers in the therapy process and refining goals over time further solidi-fied the value of the occupation-based approach

Five key teaching strategies and factors helpful to student learning were identified First early in the learning experience students found it helpful to observe the fieldwork edu-cator modeling occupation-centered practice and ldquothinking out loudrdquo with them Students appreciated

f i e l d w O r k i s s u e s

u

continued on page 12

Student Challengesn Capturing the ldquobig picturerdquon The ldquodoingrdquo of occupationn Learning the ldquonitty grittyrdquo

Teaching Strategiesn Modeling occupation-

centered practicen Debriefing and performance-

specific feedbackn Providing specific prompts

and structures


Immediately after Catherine Hoyt OTD OTRL finished her doctorate about 5 years ago she hit a wall

ldquoI got my final papers signed and I was all done and was

just so excited to officially be a doctor of occupational therapy that I spun around and ran into a wallrdquo Hoyt recalls with a chuckle

But as a new therapist Hoyt faced other barriers

ldquoI was anxiousrdquo she says ldquoWhen I had my first patient to see I was just

hoping that it would go okay Would they like me Would I know what I was doingrdquo

Hoyt says even though her fieldwork was worthwhile there was something different about finally being a therapist

ldquoIn fieldwork you always have that safety net If you mess up your supervisor can say lsquoThatrsquos not a good idearsquo And you might feel bad about it but at least you know that what you end up doing will be rightrdquo says Hoyt who specializes in helping children with sickle-cell disease at Washington Uni-versity School of Medicine in St Louis1

Hoyt remembers one of her first clients for a reason she would rather forget The clientrsquos family was comfort-able inviting Hoyt into their home and Hoyt thought she was really making a difference

But then the client was ldquohotlinedrdquondashndashreferred to child services

ldquoIf I had this client now I would be more assertive from the get-gordquo Hoyt says ldquoThere were things that were of concern to me then that I didnrsquot voice

Joining the Workplace

ANDREW WAITE

ILLU

ST

RAT

ION

copy B

ULL

SE

YE

IM

AG

EZ

OO

JU

PIT

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because I was trying really hard to develop that relationship with the fam-ily Looking back I could have initiated by discussing some of my concerns with the family and helped the family address those concernsrdquo

Fast forward 5 years and Hoytrsquos growth is obvious On the morning she was interviewed for this article Hoyt had dealt with a foster mother who initially had not seen the value of occu-pational therapy for her child

ldquoWith my increased confidence I was able to tell her why there is a need for my services She needed to know that her child has really bene-fited from occupational therapyrdquo Hoyt says Hoytrsquos assertiveness enabled her to retain the client and help the child become independent in activities of daily living as a result of occupational therapy

So what was different about the past and present

ldquoThere is a change in your role from being a student where you are always quick to do what your professors say to being the professional that is expected to have the answersrdquo Hoyt says ldquoYou have to develop confidence in your knowledge and skillset and find that just-right balance between being pro-fessional but also being able to meet people at their levelrdquo

Hoyt is an AOTA Emerging Leader meaning she has participated in the development program that recognizes

dedicated practitioners with 5 or fewer years of experience and offers leader-ship training and ongoing mentorship Entry into the program is competitive So when Hoyt admits that ldquofinding that professional balance is still hard for merdquo it should be plain that the adjust-ment between student and practitioner is an intensive process

After interviewing several of the Emerging Leaders on their own transi-tions it also became clear that achiev-ing professional equilibrium can be accomplished by becoming comfortable in the workplace with clinical skills and with communicating those skills to others

FITTING INSo much about confidence in any set-ting is about fitting in Itrsquos no different in the workplace Emerging Leaders say

In school fitting in came more natu-rally they explain

ldquoWhen you are in school pretty much everyone wants to socialize and you are not as pressed for timerdquo says Emily Vaught MS OTRL

But in the workplace the dynamic is different says Benjamin Gross OTRL

ldquoItrsquos harder working with profes-sional peers than it was working with other studentsrdquo says Gross who works in a private outpatient clinic that specializes in neurological conditions ldquoWhen I was working with students most of them were my friends Working

with other professionals you are not necessarily their friends and thatrsquos not necessarily the role that you are supposed to be playingrdquo

Pair this social dynamic with the fact that starting a new job can often be information overload and it can be overwhelming trying to feel comfort-able in a new workplace

ldquoI remember a lot of files some nice people and just being scared and ner-vousrdquo says Lindsay Ferguson OTRL of her first days on the job as a school-based practitioner ldquoIt was so new and sure I had my fieldwork experience but this was my life and my responsi-bility Am I doing the right things Am I evidence based Will people like me here What is my workload going to look like What are the working condi-tions going to be likerdquo

Carrie Beals OTRL says ldquoIt proba-bly took a year for me not to feel like I was always the new guyrdquo

But if new practitioners can view their co-workers as resources the tran-sition into the workplace can be much easier say Emerging Leaders

ldquoIt took some time for me to develop those relationships with my co-work-ersrdquo says Beals who works at Maine Medical Center ldquoI think that just asking questions and admitting that I was new and willing to learn broke down that barrier My co-workers were like lsquoOkay great We will take you under our wing and teach yoursquo Being frank and

Participants in AOTArsquos Emerging leaders program share lessons learned in successfully making the transition from student to practitioner

Successfully Navigating From Student to Practitioner


honest [about knowledge gaps and any uncertainty] and being able to say lsquoI need a little bit of helprsquo can make a big differencerdquo

Maureen Peterson MS OTL FAOTA AOTArsquos chief professional affairs officer and one of the developers of the Emerging Leaders program says establishing a support network early on can ease the adjustment period for any new practitioner

ldquoIf you are lucky enough to be in a setting that has other seasoned therapists you can take a look at them and take a look at the atmosphere in the facility Are the OTs really engaging with their clients and with each other

Because if you see that people are open to sharing their expertise experiences curiosities and questions with each other thatrsquos a very big clue and cue that you should be just as open to do thatrdquo Peterson says

As new practitioners become accli-mated to the culture in their new work-place they can start to fit themselves into it Emerging Leaders say

ldquoWhat would definitely help ease the transition is to figure out the culture and to model yourself around that while also being true to yourselfrdquo says Ferguson

Paul Arthur MOT OTR knows a bit about bending his own personality to fit with his clinicrsquos culture

ldquoWhen I walk into a facility I have a very light touch Irsquom pretty quiet and I just try to let them feel me outrdquo Arthur explains

But in his current job Arthur has realized that he needs to push his comfort zone in order to not feel like an outsider

ldquoMy co-workers want to be a part of one anotherrsquos lives People want to have you over to their house They want to have potlucks all the time They want to celebrate peoplersquos birth-days and things like thatrdquo Arthur says He participates because he wants to share in what his co-workers value

ldquoItrsquos still hard for me to get excited about three birthdays a month So itrsquos an adjustment for me but I think itrsquos something I have to dordquo

Peterson says that successful pro-fessionals understand how to appropri-ately fit into the workplace

ldquoYou certainly donrsquot want to hide who you arerdquo she explains ldquoYou want

to have your own personality shine through because as an occupational therapy practitioner you want to be able to use the therapeutic use of self with your clients You have to be your-self and be comfortable with that self in order to do that But all of that needs to happen within the context of being a professional in a new environment and while beginning to create your profes-sional personardquo

Vaught says her own self-reflection has served her well

ldquoI have this big personalityrdquo she says ldquoWhen I was in school I was bent on working in a private practice But it turns out that I actually thrive in a big hospital setting because it allows me many interactions throughout the dayrdquo

Vaught says new practitioners should think about how their col-leagues are going to respond to them not just about how they are responding to new colleagues

ldquoOne of the best things I did was understand that I could be a little obnox-ious if I had to be with the same five peo-

ple in one small place all the time I have learned that itrsquos important to respect other peoplersquos space when they need it and make sure they are respecting your space when you need itrdquo

SKIll SETMore than just feeling comfortable in the workplace new practitioners also face the sometimes daunting challenge of being confident in their clinical skills

Thinking back to her early days on the job Beals recalls being oversensi-tive to clientsrsquo conditions

ldquoI can remember on several different occasions looking at a clientrsquos medical history and thinking ldquoOh my good-

ness the patient has hypertension I need to be careful with mobilizing themrsquo And now I realize that a lot of people have hypertension You donrsquot always need to have your radar up so I chuckle at times at stuff I used to auto-matically get worried about Now itrsquos a little bit more comfortable and easy for me to navigaterdquo

Bealsrsquo more relaxed approach is a sign of her growing professionalism Many new practitioners are worried that they wonrsquot have the skills to treat clients But Emerging Leaders say thatrsquos not what new practitioners should be thinking about They should be confident enough in their abilities to ask questions and admit when they donrsquot know something

Gross remembers missing chances to help clients because he was too afraid to ask co-workers a question for fear they might doubt his skill

ldquoI was working with a very elderly community and there were a lot of resources within the community to obtain things like adaptive equipment or

If new practitioners are able to feel confident in the workplace with their clinical skills and in communicating those skills they will be well on their way to a successful career

other things that would help Itrsquos some-thing that I wasnrsquot really aware of at the beginning and I could have addressed those issues and led the families to those resources but I didnrsquot know about them yetrdquo Gross says ldquoI always felt like that in the beginning It was constantly a catch-up game I would learn about things after the fact when I should have been more willing to ask a co-worker up front and figure out what I was missing so that I could provide the best servicerdquo

For new practitioners itrsquos important to remember that theory prioritized in school does not always have a linear practical use Emerging Leaders say

ldquoKeep an open mind Not everything you learn in school will always apply but you can always take those lessons that you learn about theory and different frames of reference and apply them in a different wayrdquo Beals says ldquoItrsquos never just one theory that you go in and see with this patient in mind You always have to have all these things running as you see a patient So learning how to bring all these different pieces together in the real-life setting was important for me and itrsquos just something that I learned on the jobrdquo

Peterson says the fresh theoretical knowledge students bring can be useful and can spark excitement and innova-tion into the workplace Buthellip

ldquoThere needs to be a nice balance between being confident about what you do already know and being willing to let people know what you donrsquot know in order to complement and fill those gaps as you build your own professional portfoliordquo

TAlK IT OUTItrsquos fitting that Peterson uses the term portfolio which is something that is meant to be shared because in addition to finding the right level of confidence new practitioners must also be skilled at communicating their expertise

ldquoThey need to be able to articulate to family members as well as other profes-sionals what they are seeing why they are choosing a particular intervention what goals they hope to achieve what is the hope for a particular interventionrdquo Peterson says ldquoAnd they need to be

able to articulate that in a professional succinct manner They should be colle-gial with all the people around the table yet maintain their individual unique identity as an occupational therapist or occupational therapy assistant providing a unique service with a unique perspec-tive for any particular clientrdquo

Emerging Leaders say the key to communicating is being able to translate for the clients and their families That comes back to the idea of thinking about occupational therapy services in a more real-world manner

ldquoIn school you are thinking in this theoretical framework and lsquoOh this is evidence based so this is clearly the bestrsquo But sometimes when you are out in the field you may still have that thought of lsquoThis is evidence based this isnrsquot evidence based What am I even doing Irsquom not even sure why I am doing itrsquordquo says Hoyt ldquoBut finding a way to con-vey the information you have learned what you hope to achieve and how you will measure progress in a way that is understandable to the families and par-ents of children while continuing to earn their respect actually makes someone a better practitionerrdquo

Vaught works in a facility that has observation rooms with a blind mirror meaning parents are able to watch their childrsquos therapy session

ldquoThat was very intimidating It made it harder to explain what I had just done and I was taught that if you canrsquot explain what you are doing then you donrsquot really know what you are doingrdquo

Vaught says not being afraid of saying ldquoI donrsquot knowrdquo and being confident enough to speak more conversationally greatly improved how she was able to communicate her skilled services

ldquoIn the beginning I was kind of robotic lsquoI did this I did this and I did this and this is how it wentrsquordquo Vaught says ldquoBut when I allowed [kids and par-ents] opportunities to tell me about the fact that they went to a birthday party last week and all these wonderful things that they have going on outside of the clinic and then relate that back to what we had just done I felt like my profes-sional relationship with clients and their families went to another levelrdquo

For Ferguson communicating with teachers produced the most anxiety It didnrsquot help that she had a few difficult interactions early on

Ferguson saw a client with attention deficit hyperactivity disorder The cli-entrsquos teacher had a policy that students who didnrsquot pay attention missed recess Ferguson tried explaining that such a negative reinforcement wouldnrsquot work with this particular student and the teacher should consider a different strategy But the teacher wouldnrsquot listen

Ferguson also worked with a client who was legally blind in one eye The teacher refused to change the studentrsquos seat position in the room even though he had to pivot completely to follow the lesson

Ferguson found herself in arguments with these teachers to no avail

A professional is open to feedback

is not afraid to let some-body know when they need help

is willing to share a little bit of their own personal story if it is helpful in their sessions with their clients

knows their own strengths and weaknesses relative to the professional skills that they need to have

is balancing the men-toring and professional development that they need to hone those skills

is confident about the skills they already have learned from school and fieldwork

is a life-long learner

OT PRACTICE bull MARCH 11 2013 11


ldquoSometimes I would work with a teacher and they would ask for help and not implement the strategies and it was just frustratingrdquo Ferguson recalls

But in her 5 years on the job Fergu-son has learned to adjust her strategy by communicating her skills in a more productive way

ldquoI have learned how to approach teachers so that I am using a lot of positive words and letting them know they are in charge and that I am there to support them I am changing my use of self so that I can best serve the clientrdquo Ferguson says ldquoBecause ultimately as an occupational therapist you want to see a child do his or her best And the teacher wants the child to be able to do his or her best too So I try to feel the teachers out and see how I can support them in a way that also lets them under-stand my valuerdquo

A PROFESSIONAl lOOKS lIKEhellipAs Peterson and Emerging Leaders discuss if new practitioners are able to feel confident in the workplace with their clinical skills and in communicat-ing those skills they will be well on their way to a successful career Gaining that confidence comes by not being afraid to ask questions appropriately fitting per-sonalities into the workplace blending

learned theory into real-life scenarios and learning to talk about the services provided in a meaningful way New prac-titioners who focus on these elements will resemble the professionals Peterson describes as ideal

ldquoA professional looks like someone who is open to feedback Someone who is not afraid to let somebody know when they need help Somebody who is willing to share a little bit of their own personal story if it is helpful in their sessions with their clients Somebody who knows their own strengths and weaknesses relative to the professional skills that they need to have and is balancing the mentoring and professional development that they need to hone those skills with being confident about the skills they already have learned from school and field-workrdquo Peterson says ldquoThey are life-long learnersrdquo n

References1 Hoyt C (2011) Branching out Occupational

therapy and children with sickle cell disease OT Practice 16(14) 24ndash25

2 Yamkovenko S (2011) 2011 emerging leaders attend leadership training Retrieved from httpwwwaotaorgPractitionersResourcesELDP2011Trainingaspx

This article httpdxdoiorg107138otp2013184f1

Andrew Waite is the associate editor of OT Practice

He can be reached at awaiteaotaorg

educators ldquojumping inrdquo when they needed help to gain an objective perspective on the therapy session but students and educators alike identified the value of students finding solutions on their own later on in the placement A second strat-egy debriefing and performance-specific feedback included the use of guided dis-covery and prompting questions to elicit student problem solving and analysis with the ultimate goal of helping students develop skills in evaluating their own performance A third important factor in student learning was the studentsrsquo ability and willingness to be flexible and adaptable during the evaluationinterven-tion and comfortably share their thoughts and ideas about the sessions this helped educators adapt their teaching to respond to studentsrsquo needs A fourth strategy providing specific prompts and structures to support occupation-centered observa-tion and documentation was very helpful in facilitating student analysis Prompt sheets and templates helped students see how theoretical concepts translated to practice Finally students articulated the value of practice experience over time in an actual practice environment as helpful to their learning

Conscious use of the above strategies by fieldwork educators can help students effectively translate the ideals of occupa-tion into practice n

References1 Copley J A Rodger S A Graham F P amp Han-

nay V A (2010) Occupational therapy studentsrsquo experiences in learning occupation-centred approaches to working with children Canadian Journal of Occupational Therapy 77 48ndash56 httpdxdoiorg102182cjot20107717

2 Copley J A Rodger S A Graham F P amp Han-nay V A (2011) Facilitating student occupa-tional therapistsrsquo mastery of occupation-centred approaches for working with children Canadi-an Journal of Occupational Therapy 78 37ndash44 httpdxdoiorg102182cjot20117815

Debra Hanson PhD OTRL is an associate profes-

sor and the academic fieldwork coordinator for

the Department of Occupational Therapy at the

University of North Dakota in Grand Forks Hanson

has more than 20 years of experience working

with fieldwork educators and students She is the

academic fieldwork coordinator representative for

AOTArsquos Commission on Education

FIElDWORK ISSUESlearning to Use Occupation as Treatment During level II Fieldworkcontinued from page 7

f O r M O r e i N f O r M A T i O NEmerging leaders Development Programwwwaotaorgpractitionersresourceseldp

leadership Forum on OT Connectionshttpotconnectionsaotaorgpublic_forums f7894aspx

New PractitionersRecent Graduatesmdash AOTA Resourceswwwaotaorgpractitioners new-practitionersrecent-graduates

Clinical Supervision in Occupational Therapy A Guide for Fieldwork and PracticeBy D M Costa 2007 Bethesda MD AOTA Press ($49 for members $69 for nonmembers To order call toll free 877-404-AOTA or shop online at httpstoreaotaorgviewSKU=1238 Order 1238 Promo code MI)

AOTA CEonCDtradeEveryday Ethics Core Knowledge for Occupational Therapy Practitioners and Educators 2nd EditionBy D Y Slater S M Reitz L C Brandt amp L Gabriel 2011 Bethesda MD American Occupa-tional Therapy Association (Earn 3 AOTA CEU

[375 NBCOT PDUs 3 contact hours] $105 for members $150 for nonmembers To order call toll free 877-404-AOTA or shop online at httpstoreaotaorgviewSKU=4846 Order 4846 Promo code MI)

AOTA Online CourseOccupational Therapy in Action Using the lens of the Occupational Therapy Practice Framework Domain and Process 2nd Edition By S S Roley amp J DeLany 2009 Bethesda MD American Occupational Therapy Association (Earn 6 AOTA CEU [75 NBCOT PDUs 6 contact hours] $180 for members $255 for nonmembers To order call toll free 877-404-AOTA or shop online at httpstoreaotaorgviewSKU=OL32 Order OL32 Promo code MI)

Occupational Therapy Fieldwork Survival Guide A Student Planner 2nd EditionBy B Napier 2010 Bethesda MD AOTA Press ($34 for members $49 for nonmembers To order call toll free 877-404-AOTA or shop online at httpstoreaotaorgviewSKU=1253 Order 1253 Promo code MI)


PhO

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MA

N

ccording to AOTArsquos Aca-demic Programs Annual Data Report 2010ndash2011 student enrollment in

occupational therapy and occupational therapy assistant programs grew approximately 19 in the previous 5 years1 This increase in enrollment combined with the growth of new programs across the country has resulted in a shortage of qualified educators Furthermore this shortage comes at a critical time as employment in occupational therapy is expected to grow 33 between 2010 and 20202 This growth is directly correlated to an aging population and the fact that more individuals will be accessing health care services including occupational therapy in accordance with the Patient Protection and Affordable Care Act3 In addition Fain indicated that postbac-calaureate degree requirements for university programs and the approach-ing retirement of baby boomer faculty

will compound this shortage4 The faculty shortage is an issue that must be addressed if the profession is to be prepared for expected growth in the coming decades

One way to combat the issue of fac-ulty shortage is to recruit from the pro-fessionrsquos greatest resource clinicians Occupational therapy practitioners by trade are natural teachers Within the clinical and community contexts occu-pational therapists initiate interven-tions with clients that involve teaching valuable ways to increase occupational performance Consistent reassessment of intervention effectiveness is con-tinually completed by the therapist as part of the teaching process The intervention process can be applied to the educational environment between educator and student In saying that

the transition from clinical practice to academia poses both challenges and rewarding opportunities

A WHOlE NEW ROlEI (second author Bill Wrightsman) made the transition from clinician to academic 3 years ago I am currently an assistant professor at Touro Uni-versity Nevada I found the change to be stressful but ultimately immensely rewarding Why did I decide to go into academia Among the many reasons including the excitement of a new challenge the concept of being in an environment of sharing knowledge and facilitating the educational process was very appealing to me

The environmental change from a clinical setting to an academic setting can be difficult for many The tran-sition to a new role in academia also represents an identity change for many practitioners The shift from expert clinician to novice educator can be jar-

Making the MoveTransitioning From Practitioner to Academic

ROBYN OTTYWIllIAM WRIGHTSMAN

As demand for occupational therapy increases the profession risks a shortage of qualified educators One great resource for recruiting clinicians

A


ring Practitioners who were competent in the clinic may now find themselves struggling in the halls of academia as they learn new roles processes and procedures As occupational therapy practitioners we are quite aware of the impact that a change in environment roles and daily patterns may have on occupational performance Moving from practitioner to academician rep-resents a transition period filled with new roles expectations and respon-sibilities Research indicates that this transition period is essential for devel-oping the additional skills necessary to be an academician5

Clinicians who retain their clinical responsibilities can integrate their experiences into the classroom to teach students about the real-life challenges in health care and to refine their own research agenda as an academic6 Crist explained the value of retaining clinical skills to provide ldquoteaching contextrdquo or real clinical significance in the class-room7 Maintaining clinical experience is especially beneficial for individuals filling clinical faculty roles Holding roles as both an active practitioner and academic may be difficult due to time constraints and limited support by the teaching institution However some academics have been successful in negotiating a certain allotment of time for clinical practice as part of their annual contract or as part of their compensation package Academics who are on a 9- or 10-month contract may use their noncontractual time as an opportunity to engage in clinical per diem work

The environment of academia can be very different from that the envi-ronment of the clinic For example most higher education institutions have deep-rooted traditions interwo-ven within the fabric of the culture which may not always be the case at clinics These traditions are inte-grated into their university mission statements which guide the deci-sion-making process But similar to a clinical environment the occupa-tional therapy department must add value to the overall university This is accomplished through research grants service to the community and contrib-uting to the universityrsquos bottom line by meeting the departmentrsquos enrollment

quotas For example funding is often sought through grant programs rather than from the university to support expanded faculty programs and depart-ment learning opportunities

Policy and decision making within higher education is often proposed and vetted in formal ways otherwise known as governance This system of gover-nance typically occurs using a faculty senate and a committee structure Committees review vet and comment on policy to ensure that the facultyrsquos viewpoint is taken into consideration Committee proposals are then passed onto the faculty senate for review and discussion with those proposals then passed in turn from the faculty senate to the administration The role of the faculty senate is to facilitate commu-nication between faculty and adminis-tration and this governance structure allows faculty an opportunity to

challenge potentially problematic ideas and policies of the administrative-level executives of a university in a formal and systematic manner This governing process may be time intensive and pol-icy change may occur slowly however the process ensures that faculty view-points are represented This structure is in contrast to a clinical environment where decisions may be made more expediently however cliniciansrsquo view-points may not always be represented

CORE ExPECTATIONSThere are generally three core expec-tations for full-time faculty members teaching scholarship and service to the university and community These responsibilities and the time allotted to each expectation vary depending on the institution When considering a transition to academia it is crucial to understand an institutionrsquos core expec-tations to ensure that there is a ldquogood fitrdquo between the applicant and the uni-versity For academicians the expec-tation to conduct scholarly work is an inherent part of the job description

Generally scholarly activities are defined by the teaching institution and further specified within the academicrsquos discipline Scholarship is defined as publication ldquoby a peer-reviewed publi-cally disseminated productrdquo (p 293)8 Miller and Noland published a study examining senior faculty mentoring relationships with junior faculty9 The authors supported the need for new faculty members to carefully craft a research agenda that is recognized and supported by the related institution9 In 1990 American educator Ernest Boyer introduced an expansion to the ideal of scholarship beyond traditional research to include teaching10 in which teaching is essentially systemically examined and studied To what degree a univer-sity values research related to teaching and learning varies by institution

Developing meaning through thoughtful reflection can frame and organize academic goals as practition-ers who are new to academia Fain suggested using a self-assessment pro-fessional development plan to ease the transitional process from practitioner to academic4 This plan can guide new academics toward their own learning needs and scholarship potential

Suggestions for Making the Transition to Academia

1 Start small and test the watersmdashvolunteer as a guest lecture or interview for an adjunct faculty position

2 Know the culture and institutional missionmdash select the right fit for you as a clinician

3 Establish mentors and connec-tions with senior-level faculty

4 Establish a research agenda early and begin developing goals for successful accomplishment

5 Carefully select service and on-campus committee involvement

6 Prepare to balance the expectations of academia with your personal life

7 Commit to being a life-long learner


Individuals interested in transition-ing to academia must also consider the degree requirements of the depart-ment Occupational therapy assistant programs may require a masterrsquos degree whereas institutions focused on research will most likely require a research degree such as a PhD EdD or ScD Institutions focused on teaching or a clinical teaching position may consider an OTD to be appropri-ate Faculty job postings will typically outline necessary qualifications including minimum years of clinical experience degree and preferred area of expertise

Academic faculty are hired as either nontenure or tenure track based on the standards for the institution Rank and tenure are designations that are specific to academic environments Rank signifies the faculty memberrsquos status and recognition usually through the process of tenure from junior- to most senior-level faculty instructor assistant professor associate profes-sor and professor The advancement between ranks can be most closely compared to a clinicianrsquos advancement from clinician to management-related

positions Generally if a junior faculty member with the rank of assistant professor is granted tenure the rank of associate professor is awarded

Tenure is defined as the successful completion of probationary service on campus at which point the person can either stay (tenure) or be dismissed for adequate cause before a faculty committee11 The newly hired faculty member essentially has a probationary period that varies to up to 7 years in length During this time the junior faculty member will need to produce evidence to his or her peers and institution leaders that he or she is

worthy of tenure status11 According to the US Department of Educationrsquos National Center for Education Statis-tics 478 of all institutions (public and private) have a tenure system12 Successful integration to tenured faculty member is highly regarded and valued and represents consistent dedication to the professional disci-pline and teaching This transition is momentous because it signifies that the individual has successfully proven his or her contributions to the university and is worthy of continu-

ing as a faculty member In contrast not achieving tenure marks the point when a faculty member departs the institution

OPPORTUNITIES FOR GROWTHThe unique environment of academia also can bring opportunities to stretch onersquos wings and imagination Learning experiences are not limited to the classroom For example the oppor-tunity to travel abroad to support educational experiences may be available to faculty members Such rich experiences also support the long-term establishment of collegial relationships with students and other colleagues13 Creighton University for example cre-ated two unique cultural emersion pro-grams for health professional students and faculty to bring new occupational therapy perspectives to China and the Dominican Republic14

Service learning is another opportu-nity to expand knowledge beyond the confines of a class or school campus With service learning we as occupa-tional therapy practitioners are able to support person-centered practice student engagement and learning by doing15 Examples of service learning are endless and include working with people who are homeless to develop work skills and providing handwriting remediation within an after-school program Such innovative projects in the community support the Cen-tennial Vision and AOTArsquos strategic goal to expand access to occupational therapy16

Attend the Pre-Conference SeminarApril 24 2013 at AOTArsquos Annual Conference amp Expo in San Diego

Preparing for an Academic Career The Transition From Practice to EducationExperts including Janet Jedlicka PhD OTRFAOTA University of North Dakota in Grand Forks Jyothi Gupta PdD OTRL St Catherine University in Minneapolis and Neil Harvison AOTArsquos director of Accreditation and Academic Affairs will provide in-depth discussion interaction and planning for individuals considering academia as their new practice environment

Go to httpwwwaotaorgConfandEvents2013conferenceaspx

There are generally three core expectations for full-time faculty members teaching scholarship and service to the university and community

PhO

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MAKING THE CHANGEMany educators begin their careers as guest lecturers adjunct faculty mem-bers or part-time faculty members Through this less formal level of teach-ing as a content expert the lecturer can provide specialized information to augment a given class while deter-mining whether teaching is a good fit Adjunct faculty positions serve a more consistent role by teaching an entire course Typically adjunct occupational therapy faculty members are not required to fulfill scholarship research and service requirements Part-time faculty positions vary depending on each institutionrsquos need and perception of workload17

Mentoring relationships are strongly supported as an effective way to integrate guide and retain junior fac-ulty18ndash19 Though the level and context of mentorship varies in formality and frequency by institution much support exists for using this process to help junior faculty transition into their new role as academics71820 I (Wrightsman) found this type of guidance highly beneficial My mentor had transitioned from clinician to academician a few years before me so she was in a perfect position to guide me through this

exciting transition She knew the ins and outs of my new work environment and she was able to provide a protected context for me to ask questions as I adapted to my new role In fact I found that the mentoring process to be so vital to my successful transition into academia that I have since mentored two peers myself Similar to a clinical environment my occupational therapy department is highly collaborative in nature As such I want to share my transition experiences in hopes of help-ing new peers to acclimate to their new role and environment

Clinicians interviewing for academic positions should discuss the on-board-ing or orientation process during the interview process This discussion should include whether mentoring is available for new faculty and if so in what format

As occupational therapy practi-tioners we know the importance of balancing a personal life with produc-tive employment Border et al noted the need for workndashlife balance as the best practice for supporting junior faculty members and that a balanced personal life can lead to a more fulfilled professional life20 Being able to prior-itize your workload with leisure time outside of academic life is paramount21 On average full-time faculty members work in excess of 50 hours per week22 Another study supported the link between stress and excessive work hours in women further supporting the need for workndashlife balance23 With that said a definite benefit of working in academia is flexible work hours Many occupational therapy program directors recognize that faculty members spend time during the evenings and week-ends completing curriculum design and grading assignments and as such

allow for flexible hours during the work week In addition many programs offer 9- or 10-month contracts which leaves time during the year for faculty to spend time with friends and family pursue scholarly interests or complete clinical work This time away from teaching is an excellent way to main-tain occupational balance

Another benefit to working in aca-demia is the opportunity to positively influence the direction of the profes-sion From interviewing new appli-cants to steering them to graduation faculty members facilitate support and promote the educational process For me (Wrightsman) it is intrinsically rewarding to watch students grow and develop as they accomplish their dreams of becoming occupational ther-apists and to know that I played a role in that process

f O r M O r e i N f O r M A T i O NResources for Educators and Researcherswwwaotaorgeducate


The Essential Guide to Occupational Therapy Fieldwork Education Resources for Todayrsquos Educators and PractitionersBy D M Costa 2004 Bethesda MD AOTA Press ($59 for members $83 for nonmembers To order call toll free 877-404-AOTA or shop online at httpstoreaotaorgviewSKU=1231 Order 1231 Promo code MI)

Mentoring Leaders The Power of Storytelling for Building Leadership in Health Care and EducationBy E Gilfoyle A Grady amp C Nielson 2011 Bethes-da MD AOTA Press ($44 for members $6250 for nonmembers To order call toll free 877-404-AOTA or shop online at httpstoreaotaorgviewSKU= 1255 Order 1255 Promo code MI)

Occupational Therapy Assessment Tools An Annotated Index 3rd EditionBy I E Asher 2007 Bethesda MD AOTA Press ($65 for members $89 for nonmembers To order call toll free 877-404-AOTA or shop online at httpstoreaotaorgviewSKU=1020A Order 1020A Promo code MI)

Reference Guide to the Occupational Therapy Code of Ethics and Ethics Standards 2010 Edition By D Y Slater 2011 Bethesda MD AOTA Press ($44 for members $62 for nonmembers To order call toll free 877-404-AOTA or shop online at httpstoreaotaorgviewSKU=1139F Order 1139F Promo code MI)

Task Analysis An Individual and Population Approach 2nd EditionBy D E Watson amp SWilson 2003 Bethesda MD AOTA Press ($49 for members $69 for nonmem-bers To order call toll free 877-404-AOTA or shop online at httpstoreaotaorgviewSKU=1182B Order 1182B Promo code MI)

Discuss this and other articles on the OT Practice Magazine public forum at httpwwwOTConnectionsorg

CONNECTIONS

Clinicians who retain their clinical responsibilities

can integrate their experiences into the classroom to teach

students about the real-life challenges in health care and

to refine their own research agenda as an academic6


CONClUSIONThe decision to make the move from clinician to academic can be immensely rewarding This article is meant to be just a brief introduction to some of the role and environmental changes that a practitioner should be aware of prior to transitioning from expert clinician to novice educator Although the transi-tion may at first seem overwhelming clinicians who understand the ups and downs associated with the world of academia are in a better position to complete the process successfully which ultimately enables them to enjoy all of the benefits of their new career n

References 1 American Occupational Therapy Association

(2011) Academic programs annual data report Retrieved from httpwwwaotaorgEducateEdResOTEdData420262010-2011- Annual-Data-ReportaspxFT=pdf

2 US Bureau of Labor Statistics (2012) Occu-pational outlook handbook 2012ndash2013 edition Retrieved from httpwwwblsgovooh

3 Patient Protection and Affordable Care Act 42 USC sect 1001 (2010)

4 Fain E A (2011) Bridging the gap Helping more practitioners become academics OT Practice 16(3) 8ndash12

5 Anderson J K (2009) The work-role transition of expert clinician to novice academic educator Journal of Nursing Education 48 203ndash208

6 Coombs M Latter S amp Richardson A (2012) Developing a clinical academic career pathway for nursing British Journal of Nursing 21 1084ndash1090

7 Crist P (1998) Career transition from clinician to academician Responsibilities and reflections American Journal of Occupational Therapy 53 14ndash19 httpdxdoiorg105014ajot53114

8 Fincher R amp Work J (2006) Perspectives on the scholarship of teaching Medical Education 40 293ndash295 httpdxdoiorg101111j1365-2929200602404x

9 Miller K amp Noland M (2003) Unwritten roles for survival and success Senior faculty speak to junior faculty American Journal of Health Education 34(2) 84ndash89

10 Boyer E (1990) Scholarship reconsidered Priorities of the professoriate Princeton NJ Carnegie Foundation for the Advancement of Teaching

11 American Association of United Professors (2006) 1940 statement of principles on academic freedom and tenure with 1970 inter-pretive comments Retrieved from httpaauporgreport1940-statement-principles-academic- freedom-and-tenure

12 National Center for Educational Statistics (2010) National study of postsecondary faculty (NSOPF10) Retrieved from httpwwwepisoevteduperspectivespolicy_newspdf2005172pdf

13 Goode M L (2007) The role of faculty study abroad directors A case study Frontiers The Interdisciplinary Journal of Study Abroad 15 149ndash172

14 Mu K Coppard B M Bracciano A Doll J amp Matthews A (2010) Fostering cultural compe-tency clinical reasoning and leadership through

international outreach Occupational Therapy in Health Care 24(1) 74ndash85 httpdxdoiorg10310907380570903329628

15 Hansen A M Munoz J Crist P A Gupta J Ideishi R I Primeau L A amp Tupeacute D (2007) Service learning Meaningful communi-ty-centered professional skill development for occupational therapy students Occupational Therapy in Health Care 21(12) 25ndash49 httpdxdoiorg101300J003v21n01_03

16 American Occupational Therapy Association (2006) Centennial vision Retrieved from httpwwwaotaorgNewsCentennial Background36516aspxFT=pdf

17 Portrait of non-tenure-track faculty (2010) ASHE Higher Education Report 36(4) 19ndash47

18 Carey E C amp Weissman D E (2010) Under-standing and finding mentorship A review for junior faculty Journal of Palliative Medi-cine 13 1373ndash1379 httpdxdoiorg101089jpm20100091

19 Cowin K M Cohen L M Ciechanowski K M amp Orozco R A (2011) Portraits of mentor-ju-nior faculty relationships From power dynamics to collaboration Journal of Education 192(1) 37ndash46

20 Borders L D Young J S Wester K L Murray C E Villalba J A Lewis T F amp Mobley A K (2011) Mentoring promotiontenure-seeking faculty Principles of good practice within a counselor education program Counselor Edu-cation amp Supervision 50 171ndash188

21 Toews M L amp Yazedjian A (2007) The three-ring circus of academia How to become the ringmaster Innovative Higher Education 32 113ndash122 httpdxdoiorg101007s10755-007-9046-8

22 Meyer K A (1998) Faculty workload studies Perspectives needs and future directions ASHE-ERIC Higher Education Report 26(1) 1ndash101

23 Cladellas R amp Castello A (2011) University professorsrsquo stress and perceived state of health in relation to teaching schedules Electronic Journal of Research in Educational Psycholo-gy 9 217ndash240


Robyn Otty OTD OTRL BCPR is an assistant

professor at the School of Health Professions Occu-

pational Therapy Program at Maryville University in

St Louis Missouri

William Wrightsman MS OTRL is an assistant pro-

fessor at Touro University Nevada Wrightsman is

currently pursuing his ScD in occupational science

at Towson University in Baltimore

Occupational Therapy Fieldwork Survival Guide

A Student Planner 2nd Edition

By Bonnie Napier EdD MRA OTRL

Including concepts from the Occupational Therapy Practice Framework this planner and personal organizer allows students to

bullNote meetings and other ldquomust-dosrdquo

bullRecord journal entries and reflections

bullOrganize and record supervisor questions and comments

bullRecord important information about each fieldwork site

bullWrite goals action plans and timelines for completion

bullRecord progress from student toward master clinician

To order call 877-404-AOTA or visit httpstoreaotaorgview

SKU=1253

Order 1253AOTA Members $34Nonmembers $49

BK-252

Join us on the road to the Centennial Vision at

wwwaotaorg


T E C H T A L K

rinting cursive and keyboarding are the traditional methods of producing text As occupational therapy practitioners we incor-porate intervention strategies

to develop all of these skills with the goal of increased engagement and participation in activities of daily living instrumental activities of daily living education play or leisure work and social participation1 However tech-nology provides a tool that is rapidly evolving and provides practitioners with another venue for producing text speech to text Similar terms to speech to text include voice to text and speech recognition but all may be defined as technology that accepts human language via voice and translates that voice to text2 Speech to text on a computer platform has left many users dissatisfied because of factors such as the requirement to create a voice file complex operating instructions the need for external microphones and lack of portability However mobile devices such as smart phones and tablets as well as speech-to-text apps have removed or lessened some of these obstacles allowing for increased potential use of the technology for interventions with clients as well as a productivity tool for practitioners

Speech-to-text or voice-to-text apps operate on a simple premise A person talks and the smartphone or tablet types Most mobile devices (smart-phones and tablets) and the speech-to-text apps decrease or eliminate some of the limiting factors of their com-puter platform counterparts (see Table 1 on p 19 for selected examples) The apps do not require the user to create a voice file The operating instruc-tions are simple and intuitive and if

you need assistance there are many online instructional videos The mobile devices are as the names state mobile and they have an internal microphone already installed Some mobile devices such as the third-generation iPad have voice dictation built in

Are these apps perfect No Depending on a personrsquos voice quality consistency of voice volume and skills in cognitively creating sentences and speaking those sentences these tools will have different rates of success in typing what is spoken Environmental variations such as background noise and reliability of the network connec-tivity may also influence the success rate of speech to text

Dictation requires skills different from how we produce text from pencil to paper or keyboarding including the ability to create sentences and hold those sentences in memory while speaking Because most of the speech-to-text apps require one to ldquorecordrdquo and then wait while the app ldquopro-cessesrdquo the speech through some type of network connectivity the user will not see the text appear while speaking Thus once the spoken words are pro-cessed and the text appears proofing and editing will be required Despite some of these potential difficulties

mobile devices and speech-to-text apps hold great potential as a tool for producing text for clients as well as for practitioners

CASE ExAMPlE REIllYReilly an 18-year-old high school senior planned to go to technical school for heating-and-cooling system analysis and repair after graduation His areas of concern on his individualized education plan included difficulties with short-term memory that led to challenges in organizing work assignments and not completing short assignments or journal-type assignments When rushed to complete these tasks his printing became illegible The educational team provided accommodations for these issues but an occupational therapy task analysis of the technical schoolrsquos essen-tial functions indicated that the current accommodations were not reasonable in the heating-and-cooling program Thus for postsecondary vocational school Reilly would need to develop an effective strategy to organize changes in his schedule or instructions from faculty complete repair notes on time and legibly and create short notes based on data from a heating-and-cool-ing analysis

The Power of SpeechUsing Voice-to-Text Apps

Kimberly D Hartmann

P a b cn n n n


Smartphones and tablets were accept-able in the new educational environment However in trials of these technologies Reillyrsquos keyboarding on the phone was slow On a touch tablet (iPad) he wrote an average of 11 words per minute (WPM) which was the same speed as typing on an external keyboard Speech-to-text apps were trialed and were suc-cessful for creating reminders and short documents such as two paragraphs short answers and lists at an average speed of 31 WPM and 85 accuracy Reilly used his smartphone and Dragon voice-to-text app to e-mail reminders to himself and answers to workbook questions to his vocational school faculty He also used the smartphone to dictate one or two sentences at a time using a simulated heating-or-cooling system data repair plan He proofed and edited all of his speech-to-text documents using the key-board-typing feature of Dragon As part of the interview process for admission to the technical school Reilly demonstrated how he could use Dragon on his mobile devices and requested their use as a reasonable accommodation The technical school declared the accommodation accept-able for classes work simulations and apprenticeships

PROFESSIONAl PRODUCTIVITYSpeech-to-text apps on mobile devices may increase productivity in occupational therapy practice (see Figure 1) These portable devices allow for immediate creation of notes or partial documents wherever there is a point of network connectivity (which is required to process voice to text) Therefore smaller incre-ments of available time can be used to speak and convert that speech to text to be sent via e-mail or saved in a docu-ment file An important consideration for

speech-to-text dictation is to use the tech-nology in an environment that is private in order to maintain client confidentiality If mobile devices and speech-to-text apps are used to dictate client documentation it is also important that the security of the devices and the e-mail address will ensure confidentially of the data As an added level of security the practitioner may also want to dictate without using any confi-dential information about the client such as names of the client team members or the institution These can be added later during the editing process

Apps are developed rapidly as are updates to existing apps When con-sidering a speech-to-text app for client intervention or practitioner productivity consider the individual features of each tool documented by the publisher or on app review sites and then download and test the app yourself Features to consider may includen Recognition of proper namesn Capacity to add punctuation by a voice

command or by a simple detection of end-of-sentence speech

n Tools to copy and paste dictated text for use in other documents

n Ability of the app to continuously improve the recognition of speech as the app is used

n Length of time the app will accept for a recording

n Length of text the app will be able to process from voice

n Ability to edit the dictated text within the app

n Features that will allow the dictation to be synchronized with calendars and reminder lists

Dictation for speech to text is different from speaking thus consider some basic techniques when using speech-to-text

apps or a mobile devicersquos built-in speech-to-text features These techniques includen Think first about the information the

sequence and the organizationn Speak clearlyn Avoid hesitations in speaking your

information or sentencesn Know the length of recording time that

the app can process You may need to adjust your dictation to phrases or shorter sentences

n Collect data on the accuracy of the conversion of speech to text and review supporting documentation for tips on how to improve accuracy

The power of speech is being har-nessed as an app for mobile devices that converts to text The rapid improvement in this technology holds great potential for enhancing client-centered skills and pur-poseful activities as well as for increas-ing practitioner productivity Matching features of speech-to-text apps using an activity analysis approach by occupational therapy practitioners will facilitate the selection of the most appropriate speech-to-text app A direct trial of the mobile device and the app is essential to measure the effectiveness of the app in meeting a therapy goal for clients or a productivity goal for practitioners n

References1 American Occupational Therapy Association

(2008) Occupational therapy practice frame-work Domain and process (2nd ed) American Journal of Occupational Therapy 62 625ndash683 httpdxdoiorg105014ajot626625

2 Zhao Y (2007) Speech technology and its potential for special education Journal of Spe-cial Technology 22(3) 35ndash41

Kimberly D Hartmann PhD OTRL FAOTA is profes-

sor and chair of the Occupational Therapy at Quin-

nipiac University in Hamden Connecticut She is the

chair of AOTArsquos Special Interest Section Council

Table 1 Selected Examples of Apps for Speech to TextApp Mobile Device Cost

Dragon iPhone iPad Android Free

QuickVoice2Text iPhone iPad Android $299

Speech Notes iPhone iPad Free

Figure 1 Uses for Speech-to-Text Apps for Productivity in Practice

n Sending messages to administrative staff

n Creating to-do lists

n Brainstorming ideas

n Writing e-mails

n Capturing minutes from a meeting

n Dictating observations following client sessions

20

C A L E N D A R

MARCH 11 2013 bull WWWAOTAORG

To 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

20

March

Online Mar 1ndashJun 15Encore Presentation of WI Hand Experience Exploring Injuries and the Recovery of Periph-eral Nerves in the Upper Extremity DVD Course Experts in upper-extremity treatment provide a comprehensive exploration of critical elements of neuroanatomy and nerve physiology evaluation of peripheral nerve involvement treatment of nerve injuries surgical intervention for peripheral nerve injuries and the therapistrsquos role in postoperative care management of the painful upper extremity corrective orthosis fabrication and future trends in enhancing nerve function A cadaver presentation will demonstrate anatomy and the techniques used for managing peripheral nerve injuries with unparal-leled clarity for additional courses information and registration visit our web site at wwwchs-ceuwmedu or call 414-227-3123

Online Mar 1ndashJun 15Encore Presentation of WI Hand Experience Treatment of Soft Tissue Conditions of the Up-per Extremity DVD Course An intermediate- to ad-vanced-level course focusing on tendinopathy and other soft tissue conditions of the upper extremity Differential diagnoses of various conditions are ex-plored Evidence to support surgical nonsurgical and therapeutic approaches to treatment of these conditions including new and future trends are presented for additional courses information and registration visit our web site at wwwchs-ceuwmedu or call 414-227-3123

April

West Bend WI Apr 17ndash20Lymphedema III Beyond the Basics This course is open to therapists who have completed a mini-mum of 100 hours of prior course work in lymph-edema treatment It will cover a review and updated understanding of the structure and function of the lymphatic system as well as an introduction to the Casley-Smith (Australian) lymphedema techniques of MLD self-MLD and exercises Measuring and staging lymphedema and advanced bandaging principles will also be covered There will be a spe-cific unit on evaluating and treating head and neck lymphedema The emphasis of the course will be on using your knowledge to problem solve and there will be an opportunity to present complex patient cases for additional courses information and reg-istration visit our web site at wwwchs-ceuwmedu or call 414-227-3123

May

Austin TX May 4ndash14Lymphedema 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 re-quirements Also in Palm Beach Gardens FL May 4ndash14 AOTA Approved Provider for more information and additional class dateslocations or to order a free brochure please call 800-863-5935 or log on to wwwacolscom

Milwaukee WI May 16ndash18Wisconsin Hand Experience 2013mdashTendons From Foundation to the Future This 3-day con-ference includes the following topics anatomy bio-mechanics surgical repair of extensor and flexor tendons and sagittal band repair diagnostic tools therapy and rehabilitation Panel discussion will center on challenging cases Saturday workshops include MEM PNf orthotics graded motor imag-ery wound care and manual therapy for the radio-ulnar wrist and digits for additional courses infor-mation and registration visit our web site at wwwchs-ceuwmedu or call 414-227-3123

Boston MA May 18ndash19Low Vision Rehabilitation Treatment of the Older Adult with Vision Loss faculty Mary warren MS OTRL SCLV fAOTA Practical workshop teaches participants how to evaluate and develop interven-tions for adults with vision loss from age-related eye diseases Developing low vision programs and documentation for insurance reimbursement included Appropriate for all OTOTAs working with older adults Also Portland OR June 22ndash23 Con-tact wwwvisabilitiescom or (888) 752-4364 or fax (205) 823-6657

June

Milwaukee WI Jun 15Arthritis Update Best Practices for the Hand This workshop will focus on current state-of-the-art methods for the therapeutic management of arthritis in the hand A review of the current literature will be presented related to specific treatment approach-es including joint-protection principles activities of daily living orthotic fabrication modalities and postoperative care Treatment that facilitates func-tional outcomes and pain control will be highlighted The workshop will also include demonstrations of specific orthotic fabrication techniques Evidenced-based postoperative management interventions will also be reviewed for the wrist CMC joint MP joint and the PIP joint for additional courses informa-tion and registration visit our web site at wwwchs-ceuwmedu or call 414-227-3123

September

Minneapolis MN Sept 19ndash21Envision Conference 2013 A multidisciplinary low vision rehabilitation and research conference by Envision University Earn up to 20 AOTA CEUs (20 contact hours) for more information e-mail infoenvisionconferenceorg or visit wwwenvision conferenceorg

Business for SaleSelling a successful pediatric therapy practice in Richmond Virginia Established for 12 years All in-quiries should be sent to geriintegratedtherapynet

Ongoing

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 Accepted for NBCOT PDUs watch free Previews on-line wwwclinicians-viewcom 575-526-0012

Internet amp 2-Day On-Site Training Become an Accessibility Home Modifications amp Ergonomic Jobsite Consultant Instructor Shoshana Shamberg OTRL MS fAOTA Over 22 years specializing in designbuild services tech-nologies injury prevention and ADA504 consult-ing 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 mentoring and 2 for 1 discounts Calendarinfo at wwwAOTSScom Seminar sponsorships available nationally

ACROSS PRACTICE AREASSelf-Paced Clinical CourseNEW Driving and Community Mobility Occupa-tional Therapy Strategies Across the Lifespan edited by Mary Jo McGuire MS OTRL FAOTA and Elin Schold Davis OTRL CDRS Driving and community mobility issues are complex and chang-es in independence are life-altering This compre-hensive SPCC gathers researchers and clinicians in a team effort to offer expert guidance in this devel-oping practice area Earn 2 AOTA CEUs (25 NB-COT PDUs20 contact hours) Order 3031 AOTA Members $259 Nonmembers $359 httpstoreaotaorgviewSKU=3031

CEonCDtradeOT Manager Topics by Denise Chisholm Penelope Moyers Cleveland Steven Eyler Jim Hinojosa 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

CEonCDtradeEveryday Ethics Core Knowledge for Occupa-tional Therapy Practitioners and Educators 2nd Edition by AOTA Ethics Commission and present-ed by Deborah Yarett Slater foundation in basic ethics information that gives context and assistance with application to daily practice and rationale for changes in the Occupational Therapy Code of Eth-ics and Ethics Standards 2010 Earn 3 AOTA CEU (375 NBCOT PDUs3 contact hours) Order 4846

Continuing Education

Sensory Integration Certification Program by USCWPS Dallas Tx Course 1 Apr 4ndash8

los Angeles CA Course 3 May 3 4 5 amp 11 12 Dallas Tx Course 2 May 17ndash21

For additional sites and dates or to register visit wwwwpspublishcom or call 800-648-8857

D-6391

D-6389

Use Promo Code OTPCEU Offer expires April 8 2013

Visit OccupationalTherapycom or call 1-866-782-9924

Subscribe to OccupationalTherapycomtoday and get one additional month FREE

Tara Warwick MS OTRL

Improve your knowledge and clinical competence with popular courses including

Using Mirror Therapy to PromoteSensorimotor Recovery after Stroke Video 1407Presented by Dawn Nilsen EdD OTL

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Implementing Sensory Strategies in the Classroom Video 1208 Audio 1220 Text 1437 Presented by Britt Collins MS OTRL

OccupationalTherapycom keeps it simpleExperience online continuing education on your time with 247 access to more than 200 expert courses in live webinar audio video and text-based formats

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OT for AOTA_Ad_March11_2013_Issueindd 1 21813 352 PM

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C A L E N D A Rscription 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 Margaret Newsham Beckley and Mary A Corco-ran Includes 4 componentsmdashthe Core SPCC and 3 Diagnosis-Specific SPCCs Core SPCC Core Concepts in Neurorehabilitation Earn 7 AOTA CEU (875 NBCOT PDUs 7 contact hours) Order 3019 AOTA Members $91 Nonmembers $12880 http storeaotaorgviewSKU=3019 Diagnosis-Specific SPCCs Neurorehabilitation for Dementia-Relat-ed Diseases (Order 3022 httpstoreaotaorgviewSKU=3022) Neurorehabilitation for Stroke (Order 3021 httpstoreaotaorgviewSKU=3021) and Neurorehabilitation for Traumatic Brain Injury (Order 3020 httpstoreaotaorgviewSKU=3020) Each 1 AOTA CEU (125 NBCOT PDUs10 contact hours) AOTA Members $12950 Nonmembers $18410

CEonCDtrade Using the To Enhance Your Practice by Pa-tricia 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 Non-members $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-tioning early childhood development into occupa-tional engagement in natural environments Earn 2 AOTA CEUs (25 NBCOT PDUs20 contact hours)


AOTA Members $105 Nonmembers $150 httpstoreaotaorgviewSKU=4846

CEonCDtradeEthics TopicmdashDuty to Warn An Ethical Respon-sibility for All Practitioners by Deborah Yarett Slater Staff Liaison to the Ethics Commission Professional ethical and legal responsibilities 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 Envi-ronment 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 httpstore aotaorgviewSKU=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 httpstore aotaorgviewSKU=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 $10350 httpstoreaotaorgviewSKU=4829

Online CourseOccupational Therapy in Action Using the Lens of the Occupational Therapy Practice Framework Do-main and Process 2nd Edition by Susanne Smith Roley and Janet DeLany Occupational therapy and the occupational therapy process 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-


Student-Centered Environment Expert Faculty Mentors Curriculum Grounded in Evidence-Based Principles No Relocation Required

SUMMER SEMESTER APPLICATION DEADLINE

MARCH 25 2013

WWWRMUOHPEDU 8013755125

POST-PROFESSIONAL

DOCTOR OF OCCUPATIONAL

THERAPY

D-6378


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

Morganton NC March 21ndash22 2013

Montery CA April 4ndash5 2013

Peck MI April 11ndash12 2013

San Antonio TX May 23ndash24 2013

Dallas TX July 26ndash27 2013

Houston TX August 16ndash17 2013

Fayetteville AR August 23ndash24 2013

Hartford CT September 7ndash8 2013

Seattle WA October 5ndash6 2013

San Antonio TX October 24ndash25 2013

Columbia TN November 1ndash2 2013

For complete training schedule amp information visit wwwbeckmanoralmotorcom

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

infobeckmanoralmotorcom D-6399

23OT PRACTICE bull March 11 2013

C A L E N D A ROrder 3026 AOTA Members $259 Nonmembers $359 httpstoreaotaorgviewSKU=3026

Self-Paced Clinical CourseCollaborating for Student Success A Guide for School-Based Occupational Therapy edited by Barbara Hanft and Jayne Shepherd OT collab-orative practice with education teams using profes-sional knowledge and interpersonal skills to blend hands-on services for students and system sup-ports for families and educators Earn 2 AOTA CEUs (25 NBCOT PDUs20 contact hours) Order 3023 AOTA Members $259 Nonmembers $359 httpstoreaotaorgviewSKU=3023

CEonCDtradeAutism Topics Part I Relationship Building Evaluation Strategies and Sensory Integration and Praxis edited by Renee Watling Content from Autism 3rd Edition to expand OT practice with children through building the intentional re-lationship using evaluation strategies address-ing sensory integration challenges and planning intervention for praxis Earn 6 CEU (75 NBCOT PDUs6 contact hours) Order 4848 AOTA Mem-bers $210 Nonmembers $299 httpstoreaotaorgviewSKU=4848

CEonCDtradeAutism Topics Part II Occupational Therapy Ser-vice Provision in an Educational Context edited by Renee Watling Second in 3-part CE series with content from Autism 3rd Edition addressing OT practice within public school systems and early intervention through elementary years and tran-sition process Earn 6 CEU (75 NBCOT PDUs6 contact hours) Order 4881 AOTA Members $210 Nonmembers $299 httpstoreaotaorgviewSKU=4881

CEonCDtradeNEW Autism Topics Part III Addressing Play and Playfulness When Intervening With Children With an Autism Spectrum Disorder edited by Renee Watling Third of 3-part series with content from Autism 3rd Edition Provides topicsmdashCore Concepts formal and Informal Assessments In-tervention Planning and Tying It All Togethermdashto incorporate the occupation of play into both evalu-ations and interventions with children with autism spectrum disorders Earn 6 CEU (75 NBCOT PDUs6 contact hours) Order 4884 AOTA Mem-bers $210 Nonmembers $299 httpstoreaotaorgviewSKU=4884

CEonCDtradeYoung Adults on the Autism Spectrum Life After IDEA by Lisa Crabtree and Janet DeLany Critical issues of autism in adulthood and knowledge and tools to advocate health and community participa-tion of young adults and adults on the autism spec-trum Earn 3 AOTA CEU (375 NBCOT PDUs3 con-tact hours) Order 4878 AOTA Members $105 Nonmembers $150 httpstoreaotaorgviewSKU =4878

ADED Approved CEonCDtradeCreating Successful Transitions to Community Mobility Independence for Adolescents Address-ing the Needs of Students With Cognitive Social and Behavioral Limitations by Miriam Monahan and Kimberly Patten Community mobility skill de-velopment for youth with diagnoses that challenge cognitive and social skills such as autism spectrum and attention deficit disorder Earn 7 AOTA CEU (875 NBCOT PDUs7 contact hours) Order 4833 AOTA Members $12250 Nonmembers $175 httpstoreaotaorgviewSKU=4833

ADED Approved CEonCDtradeDriving Assessment and Training Techniques Addressing the Needs of Students With Cogni-tive and Social Limitations Behind the Wheel by Miriam Monahan Critical issues related to driving

assessment and training with highlights of skills def-icits methods and tools that address driving skills assessment techniques and intervention tech-niques Earn 1 AOTA CEU (125 NBCOT PDUs10 contact hours) Order 4837 AOTA Members $17430 Nonmembers $24850 httpstoreaotaorgviewSKU=4837

CEonCDtradeSensory Processing Concepts and Applications in Practice by Winnie Dunn Core concepts of sensory processing based on Dunnrsquos Model of Sen-sory Processing and comparison with other sensory based approaches with evidence reviews for best practice assessment and intervention methods Earn 2 AOTA CEU (25 NBCOT PDUs2 contact hours) Order 4834 AOTA Members $68 Nonmembers $97 httpstoreaotaorgviewSKU=4834

CEonCDtradeResponse to Intervention (RtI) for At Risk Learn-ers Advocating for Occupational Therapyrsquos Role in General Education by Gloria Frolek Clark and Jean Polichino Core components of RtI the role of occupational therapists at each tier case stud-ies and highlighted opportunities for OT within RtI frameworks in public education Earn 2 AOTA CEU (25 NBCOT PDUs2 contact hours) Order 4876 AOTA Members $68 Nonmembers $97 httpstore aotaorgviewSKU=4876

CEonCDtradeStaying Updated in School-Based Practice by Yvonne Swinth and Mary Muhlenhaupt Informa-tion and strategies on issues trends and knowledge related to services for children and youth in public schools with topics on IDEA 2004 NCLB and Sec-tion 504 of the Rehabilitation Act Earn 15 AOTA CEU (188 NBCOT PDUs15 contact hours) Order 4835 AOTA Members $51 Nonmembers $73 httpstoreaotaorgviewSKU=4835

CEonCDtradeOccupational Therapy and Transition Services by Kristin S Conaboy Susan M Nochajski Sandra Schefkind and Judith Schoonover Importance of addressing transition needs as part of a studentrsquos IEP and the key role of the occupational therapy practitioner as a potential collaborative member of the transition team Earn 1 AOTA CEU (125 NBCOT PDU1 contact hour) Order 4828 AOTA Members $34 Nonmembers $4850 httpstoreaotaorgviewSKU=4828

Online CourseElective Session 2 (2009) Occupational Therapy for Infants and Toddlers With Disabilities Under IDEA 2004 Part C by Mary Muhlenhaupt Elec-tive session in the Occupational Therapy in School-Based Practice Contemporary Issues and Trends series replacing previous ldquoEarly Intervention Ser-vice Delivery Under the IDEArdquo Earn 1 AOTA CEU (125 NBCOT PDU1 contact hour) Order OLS-B2A AOTA Members $2995 Nonmembers $41 httpstoreaotaorgviewSKU=OLSB2A

Online CourseUnderstanding the Assistive Technology Process to Promote School-Based Occupation by Beth Goodrich Lynn Gitlow and Judith Schooner As-sistive technology process delivered in schools and assistance for practitioners in increasing student participation in meaningful school-based occupations Earn 1 AOTA CEU (125 NBCOT PDUs10 contact hours) Order OL31 AOTA Members $225 Nonmembers $320 httpstoreaotaorgviewSKU=OL31

Online CourseOccupational Therapy in School-Based Prac-tice Contemporary Issues and Trends edited by Yvonne Swinth Service delivery and intervention strategies in school-based settings based on IDEA the No Child Left Behind initiative the philosophy


D-6289

sjsueduoccupationaltherapy

Advance to a Masterrsquos degree in this part‐time graduate program with outstanding faculty at a respected university

Excellent VALUE affordable flexible and time efficient

CONVENIENCE Study where and when it is best for you

Curriculum and faculty with a reputation for EXCELLENCE

DIVERSE small classes with practicing OTs

Over 15 years EXPERIENCE educating OTrsquos online

SPECIALIZED curriculum in leadership and education in your area of practice

No GRE required

San Jose State University

Deborah Bolding MS OTRL Post‐professional Program Coordinator

deborahboldingsjsuedu

ONLINE Post‐Professional Master of Science in Occupational Therapy

Online Post-Professional Master of Science in Occupational TherapyReady to invest in your future

time evidence-based graduate program led by award-winning internationally known faculty

bull A flexible 4-semester program for working therapists

bull The latest web-based distance education technologies

bull A state-of-the-art library

bull Cohort model for personal and academic support

bull Small classes with intensive faculty mentoring

bull Fully accredited by the Western Association of Schools and Colleges

bull No GRE required

Pamela Richardson phd otrl faotaPost Professional Program CoordinatorPamelaRichardsonsjsuedu

wwwsjsueduoccupationaltherapyot_online

Complete your degree through this part-


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Order at wwwliveconferencescomCall 7273411674

AOTA APP approved45 CEUs

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This fantastic interactive movie course retails at $59900 Save $5000 for a limited

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C A L E N D A Rof education and the Occupational Therapy Prac-tice Framework Core session Service Delivery in School-Based Practice Occupational Therapy Do-main and Process Earn 1 AOTA CEU (125 NBCOT PDUs10 contact hours) Order OLSBC AOTA Members $225 Nonmembers $320 httpstoreaotaorgviewSKU=OLSBC Elective sessions available after completing Core session Each pro-vides 1 AOTA CEU (125 NBCOT PDU1 contact hour) AOTA Members $2250 Nonmembers $32

Autism Conference Session WebcastSocial Participation and Communication Strate-gies for Individuals with Autism across the Life- span by Lisa A Crabtree and Zosia Zaks Adap-tive strategies and environmental modifications to support health and participation in life for all indi-viduals on the autism spectrum through engage-ment in occupation Earn 275 Contact hours Or-der wA1002 AOTA Members $65 Nonmembers $94 httpstoreaotaorgviewSKU=wA1002

Autism Conference Session WebcastAOTA and You Working Together to Promote The Policy and Practice of Occupational Therapy for Persons with Autism by Marcy M Buckner Sandra Schefkind and Chuck Willmarth AOTA efforts in policy and practice of OT services for in-dividuals with autism with current state legislative activity to enact autism reform and scope of prac-tice Earn 1 Contact hour Order wA1003 AOTA Members $25 Nonmembers $36 httpstoreaotaorgviewSKU=wA1003

Autism Conference Session WebcastEvidence-based Review of Interventions for Children with Autism Spectrum Disorders by Jane Case-Smith Up-to-date research evidence for interventions used by OT practitioners with chil-dren with ASD and for sensory integrative sensory-based social skills behavioral relationship-based and comprehensive interventions Earn 1 Contact hour Order wA1004 AOTA Members $25 Non-members $36 httpstoreaotaorgviewSKU= wA1004

Autism Conference Session WebcastYou Say lsquoDeficitrsquo I Say lsquoDefines Mersquo Daring to Celebrate the Unique Contributions of People on the Autism Spectrum by Winnie Dunn Authentic experience of autism and how it calls us to change the definition of ourselves as professionals who sup-port those on the autism spectrum Earn 1 Contact hour Order wA1005 AOTA Members $25 Non-members $36 httpstoreaotaorgviewSKU= wA1005

Autism Conference Session WebcastA Family Affair The Voices of Parents and In-dividuals with Autism by Janet V DeLany and Barbara B Demchick Discussion on services for full community involvement for individuals with autism and cultural expectations fiscal and legis-lative constraints and advocacy and collaboration of practitioners with individuals and families Earn 15 Contact hours Order wA1006 AOTA Mem-bers $40 Nonmembers $57 httpstoreaotaorgviewSKU=wA1006

Autism Conference Session WebcastProfessional Collaboration to Maximize Success-ful Participation Across the Lifespan by Lisa Crabtree Practical strategies for team collabora-tion that have been implemented in schools clinics and communities Earn 15 Contact hours Order wA1007 AOTA Members $40 Nonmembers $57 httpstoreaotaorgviewSKU=wA1007

Autism Conference Session WebcastDeveloping Evidence-Based Interventions in Early Childhood Aged Children with an ASD Across Contexts by Scott Tomchek Assess-ment and intervention themes that yield favorable outcomes and can be applied to OT practice in

early childhood and across contexts Earn 15 Contact hours Order wA1008 AOTA Members $40 Nonmembers $57 httpstoreaotaorgviewSKU=wA1008

Autism Conference Session WebcastPartnering with Adolescents and Young Adults with Autism Spectrum Disorders Challenges and Opportunities by Kristie Patten Koenig Concep-tual model of intervention that offers an ldquoinside outrdquo perspective of the individual with ASD and highlights strategies and methods for improved outcomes Earn 15 Contact hours Order wA1009 AOTA Members $40 Nonmembers $57 httpstoreaota orgviewSKU=wA1009

Autism Conference Session WebcastEmerging as Leaders in Autism Research and Practice by Roseann C Schaaf Leadership in autism practice and research by identifying key areas where OT can meet emerging needs in tran-sitions evidence-based and systematic interven-tion protocols and clinical trials Earn 75 Contact hour Order wA1010 AOTA Members $25 Non-members $36 httpstoreaotaorgviewSKU= wA1010

Autism Conference Session WebcastCommunity Partnerships Panel Presentation by Autism Society and Easter Seals by Marguerite Kirst Colston and Patricia Wright Panel discus-sion on parent challenges policies and programs Autism Society services and Easter Seals interven-tions for autism treatment Earn 1 Contact hour Or-der wA1011 AOTA Members $25 Nonmembers $36 httpstoreaotaorgviewSKU=wA1011

EDUCATION ACADEMIC amp FIElDwORk

Online Course Discontinuation NoticeEffective September 30 2012 the following AOTA Continuing Education product has been discontinued and will no longer be available for purchase All participants currently enrolled in this course will have until September 30 2013 (1 year) to complete and pass the online exam to receive continuing education credit (CEUs)

MENTAl hEAlThSelf-Paced Clinical Course Mental Health Promotion Prevention and In-tervention With Children and Youth A Guiding Framework for Occupational Therapy edited by Susan Bazyk framework on the role of OT in mental health interventions for children that can be applied in all pediatric practice settings Earn 2 AOTA CEUs (25 NBCOT PDUs20 contact hours) Order 3030 AOTA Members $259 Nonmembers $359 httpstoreaotaorgviewSKU=3030

Self-Paced Clinical CourseOccupational Therapy in Mental Health Consid-erations for Advanced Practice edited by Marian Kavanagh Scheinholtz Comprehensive discussion of recent advances and trends in mental health practice including theories standards of practice and evidence as they apply to OT with content from federal and non-government entities Earn 2 AOTA CEUs (25 NBCOT PDUs20 contact hours) Order 3027 AOTA Members $259 Nonmembers $359 httpstoreaotaorgviewSKU=3027

PRODUCTIvE AGINGSelf-Paced Clinical CourseStrategies to Advance Gerontology Excellence Promoting Best Practice in Occupational Therapy edited by Susan Coppola Sharon J Elliott and Pamela E Toto Core best practice methodology with older adults approaches to and prevention of occupational problems health conditions that af-fect participation and practice in cross-cutting and

emerging areas Earn 3 AOTA CEUs (375 NBCOT PDUs30 contact hours) Order 3024 AOTA Mem-bers $245 Nonmembers $345 httpstoreaotaorgviewSKU=3024

Self-Paced Clinical CourseLow Vision Occupational Therapy Evaluation and Intervention With Older Adults Revised Edi-tion 2008 edited by Mary Warren Support for professional competency through AOTA Specialty Certification in Low Vision Rehabilitation (SCLV) with information on evaluation and lessons related to psychosocial issues and low vision eye conditions that cause low vision in adults and basic optics and optical devices Earn 2 AOTA CEUs (25 NBCOT PDUs20 contact hours) Order 3025 AOTA Mem-bers $259 Nonmembers $359 httpstoreaotaorgviewSKU=3025

CEonCDtradeAn Occupation-Based Approach in Postacute Care to Support Productive Aging by Denise Chisholm Cathy Dolhi and Jodi L Schreiber Occupation-based practice with a focus on post-acute care practice settings for older adults and strategies for integrating occupation throughout the OT process to maximize clinical applica-tion Earn 6 AOTA CEU (75 NBCOT PDUs6 contact hours) Order 4875 AOTA Members $210 Nonmembers $299 httpstoreaotaorgviewSKU=4875

CEonCDtradeSkilled Nursing Facilities 101 by Christine Kroll and Nancy Richman Importance of documenta-tion requirements for different payers significance of managing productivity understanding billing considerations and maintaining ethical prac-tice standards Earn 3 AOTA CEU (375 MBCOT PDUs3 contact hours) Order 4843 AOTA Mem-bers $108 Nonmembers $154 httpstoreaotaorgviewSKU=4843

CEonCDtradeSeating and Positioning for Productive Aging An Occupation-Based Approach by Felicia Chew and Vickie Pierman Manual wheelchair mobil-ity through review of seating and positioning from evaluation to outcome with a concentration on inter-ventions applicable to a variety of settings Earn 4 AOTA CEU (5 NBCOT PDUs4 contact hours) Order 4831 AOTA Members $97 Nonmembers $138 httpstoreaotaorgviewSKU=4831

Online CourseFalls Module ImdashFalls Among Community-Dwell-ing Older Adults Overview Evaluation and Assessments by Elizabeth W Peterson and Ro-berta Newton first module in 3-part series on fall prevention to support OTs in providing evidence-based fall prevention services to older adults at risk for falling or that seek preventive services with sec-tions on prevalence consequences and evaluation of fall risk Earn 6 AOTA CEU (75 NBCOT PDUs6 contact hours) Order OL34 AOTA Members $210 Nonmembers $299 httpstoreaotaorgviewSKU =OL34

Online Course Falls Module IImdashFalls Among Older Adults in the Hospital Setting Overview Assessment and Strategies to Reduce Fall Risk by Roberta New-ton and Elizabeth W Peterson Second module in 3-part series on fall prevention with overview of falls that occur in the hospital setting and identifica-tion of older adults at risk factors that contribute to fall risks and assessment strategies Earn 2 AOTA CEU (25 NBCOT PDUs2 contact hours) Order OL35 AOTA Members $158 Nonmembers $225 httpstoreaotaorgviewSKU=OL35

Online CourseFalls Module III Preventing Falls Among Com-munity-Dwelling Older AdultsmdashIntervention


C A l e N d A rStrategies for Occupational Therapy Practitio-ners by Elizabeth W Peterson and Elena Wong Espiritu Third module in 3-part series on fall pre-vention with evidence-based intervention strate-gies to reduce falls among community-dwelling older adults that include both older adults who are well and those who are living with chronic dis-eases Earn 45 AOTA CEU (563 NBCOT PDUs45 contact hours) Order OL36 AOTA Members $158 Nonmembers $225 httpstoreaotaorgviewSKU=OL36

Online CourseDriving and Community Mobility for Older Adults Occupational Therapy Roles Revised by Susan L Pierce and Elin Schold Davis Expanded con-tent and updated links on research tools and re-sources to help advance knowledge about instru-mental activity of daily living (IADL) of driving and community mobility Earn 6 AOTA CEU (75 NBCOT PDUs6 contact hours) Order OL33 AOTA Mem-bers $180 Nonmembers $255 httpstoreaotaorgviewSKU=OL33

REhABIlITATION DISABIlITY amp PARTICIPATIONSelf-Paced Clinical CourseDysphagia Care and Related Feeding Concerns for Adults 2nd Edition edited by Wendy Avery Up-to-date resource in dysphagia care written from an occupational therapy perspective for OTs at entry and intermediate skill levels Earn 15 AOTA CEUs (1875 NBCOT PDUs15 contact hours Order 3028 AOTA Members $199 Nonmembers $299 httpstoreaotaorgviewSKU=3028

NEW CEonCDtradeOccupational Therapyrsquos Unique Contributions to Cancer Rehabilitation by Claudine Campbell Jennifer Hughes and Lauro Munoz Addresses the role of occupational therapy in cancer rehabilitation an emerging area of practice Course includes four lessons with a final case study that walks a client through the specific cancer paradigms discussed in the lessons Earn 4 AOTA CEU (5 NBCOT PDUs4 contact hours) Order 4849 AOTA Members $140 Nonmembers $199 httpstoreaotaorgviewSKU =4849

CEonCDtradeOccupation-Focused Intervention Strategies for Clients With Fibromyalgia and Fatiguing Condi-tions by Reacutenee R Taylor Evidence-based strate-gies for managing fibromyalgia and other fatiguing conditions such as chronic fatigue syndrome with interdisciplinary treatment approaches and collabo-ration with other professionals Earn 2 AOTA CEU (25 NBCOT PDUs2 contact hours) Order 4839 AOTA Members $68 Nonmembers $97 httpstoreaotaorgviewSKU=4839

CEonCDtradePain Fear and Avoidance Therapeutic Use of Self With Difficult Occupational Therapy Popu-lations by Reneeacute R Taylor Examines strategies for managing client pain fear and avoidance in OT practice with six distinct modes of interact-ing based on the authorrsquos conceptual practice model Earn 2 AOTA CEU (25 NBCOT PDUs 2 contact hours) Order 4836 AOTA Members $68 Nonmembers $97 httpstoreaotaorgview SKU=4836

CEonCDtradeHand Rehabilitation A Client-Centered and Occupation-Based Approach by Debbie Amini Occupation-based intervention to enhance hand rehabilitation protocols without sacrificing produc-tivity or detracting from the concurrent client fac-tor focus Earn 2 AOTA CEU (25 NBCOT PDUs2 contact hours) Order 4832 AOTA Members $68 Nonmembers $97 httpstoreaotaorgviewSKU =4832

Stand apart from the ordinary

Ready to find the career yoursquove been waiting forHighlight your extraordinary at

wwwOTJobLinkorgPR-207

AOTA Press is proud to offer guidelines for your occupational therapy practice Using an evidence-based perspective and key concepts from the Occupational Therapy Framework each provides an overview of the occupational therapy process for its respective topic and defines the nature frequency and duration of the intervention that occurs within the boundaries of the illness or physical disability addressed Order today

BK-298

Occupational Therapy Practice Guidelines for Children and Adolescents With AutismScott D Tomchek PhD OTRL FAOTA and Jane Case-Smith EdD OTRL BCP FAOTAOrder 2212AOTA Members $69 Nonmembers $98

Occupational Therapy Practice Guidelines for Adults With Serious Mental Illness

By Catana Brown PhD OTR FAOTA Order 2219

AOTA Members $69 Nonmembers $98

Occupational Therapy Practice Guidelines for Productive Aging for Community-Dwelling Older Adults

By Natalie Leland PhD OTRL BCG Sharon J Elliott DHS GCG OTRL BCG FAOTA and Kimberly Johnson MSW


Occupational Therapy Practice Guidelines for Adults With Stroke By Joyce Sabari PhD OTR FAOTA Order 2211 AOTA Members $59 Nonmembers $84

Occupational Therapy Practice Guidelines for Children and Adolescents With Challenges in Sensory Processing and Sensory Integration By Renee Watling PhD OTRL FAOTA Kristie Patten Koenig PhD OTRL FAOTA Patricia L Davies PhD OTR FAOTA and Roseann C Schaaf PhD OTRL FAOTAOrder 2218 AOTA Members $69 Nonmembers $98

Shop AOTA Today Call 877-404-AOTA or Shop Online at httpstoreaotaorg Refer to Code APG313

Look to AotA Press for the Best occupational therapy Practice and Assessment tools Available

3 New Practice Guidelines Coming Soon


e M P l O Y M e N T O P P O r T u N i T i e s

Faculty opportunities in education

Northeast Connecticut washington DC Delaware Maine Maryland Massachusetts New hampshire New Jersey New York Ohio Pennsylvania Rhode Island Vermont

South Alabama Arkansas florida Georgia Kentucky Louisiana Mississippi North Carolina Oklahoma S Carolina Tennessee Texas Virginia west Virginia

Midwest Illinois Indiana Iowa Kansas Michigan Minnesota Missouri Nebraska North Dakota South Dakota wisconsin

West Alaska Arizona California Colorado hawaii Idaho Montana Nevada New Mexico Oregon Utah washington wyoming

National Multiple locations within the US

International All countries outside the United States

AD REGION COLOR KEY

Faculty

Occupational Therapy Clinical Faculty Position

The Department of Occupational Therapy invites applications for a 95-month clinical faculty posi-tion beginning in fall 2013 We are seeking an educator with experience in broad teaching method-

ologies such as classroom hands-on labs service learning and problem-based or case based learning The successful applicant will be responsible for teaching in the combined BSHS-MOT curriculum student advising and university and professional service Qualified applicants will have a masterrsquos degree with significant progress toward the completion of a doctoral degree preferred at least 7 years of clinical prac-tice and experience in higher education All qualified applicants will be eligible for state of Connecticut licensure and National Board of Certification The focus of practice for this position is an established area of clinical expertise within two of the following priority areas pediatrics (broad areas of evaluation and intervention) administration theory of practice andor pediatric development

Application InformationOur department is recognized for its creative integration of traditional teaching and learning pedagogies with problem-based learning and service learning in the community and fieldwork experiences This in-novative approach to education has led to the development of strong clinical therapists working in diverse practice environments The faculty are dedicated to the roles of teacher-scholar-service and actively role model the integration of teacher-scholar-service into practice for the students in the program

Apply online at httpcareersquinnipiacedu Application materials should include a letter of interest and curriculum vitae Other inquiries may be directed to Kimberly Hartmann PhD OTRL FAOTA Professor and Chair Department of Occupational Therapy (hartmannquinnipiacedu)

To be assured of full consideration applications should be received by March 5 2013 however applica-tions will be accepted until the positions are filled

Quinnipiac University has a strong commitment to the principles and practices of diversity throughout the university community and we welcome candidates who would enhance that diversityJob Code 2013-1249 f-6392

Faculty

THE UNIVERSITY OF SCRANTONTENURE TRACK FACULTY POSITION

Assistant ProfessorThe Department of Occupational Therapy in the JA Panuska SJ College of Professional Studies invites applications for a full-time 9-month academic year tenure track faculty posi-tion at the rank of Assistant Professor in an accredited 5 year Master of Science in Occupa-tional Therapy program commencing August 2013

Qualified applicants should have an earned non-clinical doctorate in occupational therapy or a related field Candidates who have completed a doctoral degree by August 1 2013 will be considered The successful candidate will demonstrate an area of clinical expertise the ability to facilitate faculty mentored student research and a record of teaching effectiveness

The candidate must be eligible for licensure as an Occupational Therapist in Pennsylvania

Faculty members in the Department of Occupational Therapy enjoy a collegial environment engage in research teach students in areas of expertise and participate in university com-munity and international service The administration strongly supports the program with substantial resources allocated for teaching scholarship and service Internal research grants and reasonable teaching loads and class sizes foster innovation and sustainability

Dr Carol Coteacute Department of Occupational Therapy serves as the Search Committee Chair

Applicants must apply on line at httpsuniversityofscrantonjobscom and include a letter of application summarizing qualifications curriculum vitae and three letters of reference

Review of applications will begin immediately and continue until the position is filled

The University of Scranton is by tradition and choice a Catholic and Jesuit University The successful candidate will have an understanding of and commitment to the goals of Jesuit education The Universityrsquos mission statement may be found at wwwscrantonedumission The University is committed to developing a diverse faculty staff and student body and to modeling an inclusive campus community which values the expression of differences in ways that promote excellence in teaching learning personal development and institutional success In keeping with this commitment the University welcomes individuals with diverse backgrounds to applyThe University of Scranton is an EOEAffirmative Action EmployerEducator We invite veterans minority persons women and persons with disabilities to express interest in these potential opportunities f-6382

Faculty

DIRECTOR OF CLINICAL EDUCATIONmdashOTD PROGRAM

Exciting opportunity to be part of one of the first OTD postbaccalaureate programs in the nation Murphy Deming College of Health Sciences Mary Baldwin College is cre-ating a unique interprofessional doctoral program that will join two other graduate programs in a new building designed to support innovative educational pedagogy

For more information wwwmbcedubusiness_and_financeemployment or see our listing on OTJobLinkorg

f-6403

Faculty

RICHARD STOCKTON COLLEGE OF NEW JERSEY

Full-time 10-month tenure-track faculty member

AssistantAssociate Professor of Occupational Therapy

STARTING September 2013

Ideal candidate Clinical and teaching experience in neuroscience hand therapy

andor geriatrics post professional doctorate or evidence of a plan for

completion in 3 years

Click Employment at wwwstocktoneduhr for more details

f-6395


Faculty

OT PRACTICEIssue 311 issue - Deadline 215Size 13 page Sq = 4687 x 4375Price $ 142100 - includes web

Position Description Assistant Professor (tenureshytrack) for the Occupational Therapy program in the Departmentof Rehabilitation Science 10shymonth appointmentQualifications and Responsibilities Applicants must have earned a PhD or equivalent researchshyintensivedoctorate Eligibility for OT licensure in New York State is preferred but not required The successful candidatemust contribute to the teaching scholarship and service mission of the University Join Our Innovative Interdisciplinary Team The selected candidate will join a multidisciplinary research cluster inthe area of lsquoBuilt Environment Health Behavior and Health Outcomesrsquo involving faculty in the Departments ofUrban and Regional Planning Architecture Community Health amp Health Behavior and Rehabilitation Science Theselected candidate will have the opportunity to be mentored by senior faculty from each of the participatingdepartments This position carries a high expectation for productive scholarship including procurement ofextramural grant funding and peershyreviewed publications The successful applicant will have one or more of thefollowing research foci universal design home modifications home healthcare usability of consumer productsworkplace ergonomics accessibility of public buildings and rightsshyofshyway and usability of transportation systemsExperience with multidisciplinary collaborations in a research or clinical setting is crucial as well as thedemonstrated ability to mentor occupational therapy students The successful applicant will understand highereducation contemporary clinical practice and have excellent communication skills Teaching interests inpediatrics geriatrics andor physical disabilities a plus Salary and benefits are competitiveApplication Deadline Review of applications will begin immediately and continue until the position is filled Theanticipated start date is Fall 2013Application Materials A letter of application stating qualifications for the position curriculum vitae and threeprofessional reference letters should be submitted electronically at httpwwwubjobsbuffaloedu shy PostingNumber 1300098Further Information James Lenker PhD OTRL FAOTA Chair Search Committee Department of RehabilitationScience School of Public Health and Health Professions 501 Kimball Tower 3435 Main Street Buffalo NY 14214shy3079 (716) 829shy6726 lenkerbuffaloedu

The University at Buffalo is an Equal OpportunityAffirmative Action EmployerRecruiter

ASSISTANT PROFESSOR(TenureshyTrack)

Department of Rehabilitation Science

f-6386

west

Occupational TherapyPositions

Excellent Pay amp Benefits

Rapidly Growing Multidisciplinary Clinic in

Southern California

(888)808-7838

wwwjacksonjadespcom

careersjacksonjadespcom

w-6414

west

Occupational Therapists

Multidisciplinary pediatric practice seek-ing occupational therapists on a full-time and part-time basis in Los Angeles and San Fernando Valley Competitive pay based on experience Generous benefit package for full time employees Independent con-tracting availableJob Description Provide OT services to clients in clinic home and schools Partic-ipate as a member of the interdisciplinary team of speech pathologists occupational therapists BCBArsquos behaviorists educa-tional therapists early interventionists and child development specialistsGraduates from an accredited Occupational Therapy program current certification by AOTANational Board for Certification of Occupational Therapy California State Licen-sure Must have 2+ yearsrsquo experience Strong assessment treatment planning commu-nicationorganizational skills knowledge of and interest in working with children and adults

Speech Language amp Educational Associates

16500 Ventura Boulevard Suite 414Encino CA 91436

5901 Green Valley Circle Suite 130Culver City CA 90230

818-788-1003FX 818-788-1135 w-6360


Faculty

Governors State University has an opening to fill a tenure-track faculty position in the Department ofOccupational Therapy in the College of Health and Human Services The selected candidate will teach in ourentry-level Masters and post-professional Doctorate programs We seek candidates with outstanding teachingskills experience advising non-traditional or diverse student populations evidence of potential or distinguishedrecord of scholarship and community service via projects committees andor leadership roles

Successful candidates will teach courses in areas of expertise in general Occupational Therapy topics advisestudents and direct masters and doctoral research projects Other responsibilities include researchgrantwriting student mentoringadvising and involvement in university and community service

The Occupational Therapy program at GSU is vibrant and growing The mission of the College of Health andHuman Services is to provide accessible and quality health and human service professions education foster acommitment to lifelong learning scholarship professional ethics diversity and social justice and infuse itsprograms into community partnerships for the health and well-being and economic development of the region

Candidates must meet the following qualifications Post-professional doctorate in Occupational Therapy orrelated field Identified practice expertise in one or more areas of Occupational Therapy practice College oruniversity teaching experience at the graduate level Eligible for Occupational Therapy licensure in IllinoisPreferred Qualifications Active agenda of research and evidence of scholarship andor Ongoing involvementin professional activities

Interested individuals should apply online at httpsemploymentgovstedu

Governors State University an affirmative actionequal opportunity employer is committed to achieving excellence through diversity

AssistantAssociate Professorof Occupational Therapy

f-6415



west

Your career with the Navajo County Education Service Agency is much more than a job It is an adventure Our employees enjoy the monuments and

majesty of northern Arizona while serving our local school children on the Navajo Reservation Now is the time to have the lifestyle you have always

wanted Visit our website call or e-mail for more information on

Current Opportunities Available for licensed Occupational TherapistsThe position offers the following

bull Professional Development bull $3500 Sign-on Bonusbull Salary of $52000ndash$65000 bull Vehicle Allowance bull 170-Day Contract

(928) 524-2123 phone bull (928) 524-6367 faxE-mail director1citlinknet bull wwwspecialservicesconsortiumcom

W-6334

National

At RehabCare we revere both ourpatients and our work force with acombination of Fun IntegrityRespect Support and TeamworkWe are currently seekingOccupational Therapists for ourbusy sub acute rehab facilities inAuburn CA Greenbrae CA SanFrancisco CA San Rafael CABensenville IL Lake Zurich ILWheeling IL Houston TX andPasadena TX Bensenville ILposition allows optional overtimeweekend coverage at our ChicagoIL facility Must possess or beeligible for an OT license in thestate of application

To apply mail resume to N BrewerRehabCare 680 South Fourth St

Louisville KY 40202

Have you checked out RehabCare lately

EOEU-6390

Midwest

School-based OTsmdashILLINOIS

Special education agency seeks IL-licensed full-part-time OTs

for the Dundee Rockford and Aurora areas for the 2013ndash2014 school year

Competitive salary excellent benefits mentoring New grads welcome Contact Mary Kolinski

NIA 630-402-2002

Fax resumes to 630-513-1980 or e-mail mkolinskitheniaorg Web site wwwtheniaorg

eoe M-6383

west

OCCUPATIONAL THERAPISTSAnchorage School District Anchorage Alaska

Join a dynamic team of 30 OTrsquos

182 day school year contractCompetitive salary

Great benefits

Contact Kate Konopasek at907-742-6121

(Konopasek_Kateasdk12org)or apply online at wwwasdk12org

w-6408

South

Join our teamFullpart time Georgia-licensed

occupational therapist in a

clinical setting for our growing

Marietta office Experience with

sensory dysfunctions handwrit-

ing and other developmental dis-

abilities Contact Greater Atlanta

Speech and Language Clinics at

770-977-9457 or send resume to

greateratlantaspeechgmailcomS-6410

west

ARIZONA OTsmdash$65000 Phoenix Tucson amp Burbs

602-478-5850480-221-2573 Schools16 wks off 100 Paid Health Dental Lic Dues CEU-$1000401K HawaiiSpanish I

tripshellip JobsStudentTherapycomSTARS StudentTherapycom

w-6037

west

ImmedIate OpenIng

OT amp Certified OT AssistantContact Helen at 541-966-3224

InterMountain ESDVisit us wwwimesdk12orus

w-6405

Living Life To Its Fullest

OccupatiOnal therapy

reg

april 2013 is Ot MOnth

celebrate it todaywwwpromoteOtcom

As an AOTA member you are part of a vitally important profession that helps

people across the lifespan participate in the things they want and need to do

through the therapeutic use of everyday activities Celebrate OT Month all year

by sharing your profession through products special events and messages

here are a few ideas to share (and more at wwwaotaorgotmonth)

bullldquoLiving Life To Its Fullestregrdquo podcast series with clients

bullAOTA fact sheets with other disciplines and external audiences

bullFacility tour for OT practice demonstrations or receptions

bullVideo of your work with clients (permission required) on YouTube and

OTConnections

bullCreative ideas of your own on OT Month Forum on wwwotconnectionsorg

Be a champion for Ot

[[


Unisex Purple T-ShirtOT09

[[

shop today for theseand more great products

PR-222

Ladies PoloOT10

Definition T-ShirtOT55

PedometerOT43

Mug to GoOT22

NEW Acrylic TumblerOT20

Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16

Order online at wwwpromoteOtcom


Among the many inspiring athletes who captivated the world during the 2012

Summer Olympics and Paralympics in London were several occupational therapists

including Kerri Morgan MSOT OTRl ATP who won two bronze medals

at the 2012 Paralympics in the 100m and 200m wheelchair race Morgan talked with AOTA Web editor

Stephanie Yamkovenko about how she juggles it all (and won two bronze medals while doing so)

Yamkovenko How did you prepare for the Paralympics and how often were you training

Morgan I train all year around I have a great coach that cycles my training and plans accordingly depending on upcoming competitions In the off season I do some cross training with other sports such as wheelchair rugby and strength training During track season I work more on my speed and acceleration I typically am training 6 days a week (1 to 2 times per day) My coach schedules recovery times for my body to rest and recover

Yamkovenko How do you juggle being an OT instructor at Washington University School of Medicine in St Louis a PhD student and a ParalympianMorgan In a perfect world I probably would not being doing all three of these activities at the same time However you have to work with the circumstances that you are given I was fortunate to have the opportunity to return to school for my PhD several years ago and at the same time still be able to teach my assistive technology class Training teaching and studying make for a very full schedule that does not allow much time for other activitiesmdashit forces me to be focused and organized When I am training I know that is the only time I have that day to be training so I need to be focused and make it as productive as possible The same goes for work and school activities

Yamkovenko How does being a medaled Paralympian influence your occupational therapy teaching practice and research

Morgan Being a competitive athlete has influenced my teaching practice and research perspectives more than I thought it would I find that when teaching having examples and personal perspective helps in conveying messages I think I am an example that people with disabilities can compete at the highest level that they can accomplish anything they put their minds to I am approached by other therapists and by people with disabilities in the community about my accomplishments and am asked to speak one on one with people about the possibilities and how to overcome barri-ers Training and competing have made me even more aware of the benefits of exercise and recreation for everyone but especially for people with disabilities One of my interests from this is making opportunities for people with disabilities to improve overall health through prac-tice and supporting it through research

Yamkovenko Irsquove read that several Para-lympians got into their sports at the sug-gestion of their occupational therapist Why do you think occupational therapy plays a role in getting people interested in the Paralympics

Morgan Occupational thera-pists have a very unique oppor-tunity in assessing and really getting to know their clients and their occupations I think sport whether recreational or competitive is an extremely important occupation for those who are interested and is a great avenue to motivate peo-ple OTs have unique access to adaptive sports and therefore are able to show their clients that sports are still an option for them

Yamkovenko Is there a role for occupa-tional therapy practitioners in assisting in future Paralympics Morgan I see many roles for OTmdashsome more formal than others Educate clients clientrsquos family members students and colleagues about the opportunities for people with disabilities in the Paralym-pics Just because you have a disability does not mean that you cannot partici-pate competitively at the very top levels Additionally the skills occupational therapists have would be very good for coaching or helping to assess people with disabilities for the right adaptive equip-ment (in fact one of the Paralympic track and field coaches is an occupational ther-apist) Another role is as a classifiermdashall athletes are assessed by a classification panel prior to competing to determine which classification they should be competing in to make the playing field as equal as possible The classification panel is composed of occupational therapists physical therapists and physicians

QAamp

uestions and Answers

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View a video of Morganrsquos 100m race in london at

wwwyoutubecomwatchv=v5oYO9-IKuQ and a summary of the

200m results at wwwyoutubecom

watchv=0AfowZTtomc

an Diego provides the ideal setting for discovering

the heartfelt leadership and compassionate care

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Faculty








f-6415



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Louisville KY 40202


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NIA 630-402-2002


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west




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west




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ImmedIate OpenIng



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reg












OTConnections



[[



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AC-116



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SKU=1253


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wwwaotaorg


T E C H T A L K










Kimberly D Hartmann

P a b cn n n n



































n Writing e-mails



20

C A L E N D A R





20

March



April


May





June


September



Ongoing










D-6391

D-6389











Only $99year

Fawn C MS OTRL ATP


22




















MARCH 25 2013


POST-PROFESSIONAL


THERAPY

D-6378
















































D-6289









No GRE required



























Only $54900c

D-4410







































BK-298






















AD REGION COLOR KEY

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Faculty










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f-6386

west




Southern California

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wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


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AC-116



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St Louis Missouri
















SKU=1253


BK-252


wwwaotaorg


T E C H T A L K










Kimberly D Hartmann

P a b cn n n n



































n Writing e-mails



20

C A L E N D A R





20

March



April


May





June


September



Ongoing










D-6391

D-6389











Only $99year

Fawn C MS OTRL ATP


22




















MARCH 25 2013


POST-PROFESSIONAL


THERAPY

D-6378
















































D-6289









No GRE required



























Only $54900c

D-4410







































BK-298






















AD REGION COLOR KEY

Faculty








Faculty










Faculty




f-6403

Faculty









f-6395


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280


T E C H T A L K










Kimberly D Hartmann

P a b cn n n n



































n Writing e-mails



20

C A L E N D A R





20

March



April


May





June


September



Ongoing










D-6391

D-6389











Only $99year

Fawn C MS OTRL ATP


22




















MARCH 25 2013


POST-PROFESSIONAL


THERAPY

D-6378
















































D-6289









No GRE required



























Only $54900c

D-4410







































BK-298






















AD REGION COLOR KEY

Faculty








Faculty










Faculty




f-6403

Faculty









f-6395


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280



































n Writing e-mails



20

C A L E N D A R





20

March



April


May





June


September



Ongoing










D-6391

D-6389











Only $99year

Fawn C MS OTRL ATP


22




















MARCH 25 2013


POST-PROFESSIONAL


THERAPY

D-6378
















































D-6289









No GRE required



























Only $54900c

D-4410







































BK-298






















AD REGION COLOR KEY

Faculty








Faculty










Faculty




f-6403

Faculty









f-6395


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280

20

C A L E N D A R





20

March



April


May





June


September



Ongoing










D-6391

D-6389











Only $99year

Fawn C MS OTRL ATP


22




















MARCH 25 2013


POST-PROFESSIONAL


THERAPY

D-6378
















































D-6289









No GRE required



























Only $54900c

D-4410







































BK-298






















AD REGION COLOR KEY

Faculty








Faculty










Faculty




f-6403

Faculty









f-6395


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280

D-6389











Only $99year

Fawn C MS OTRL ATP


22




















MARCH 25 2013


POST-PROFESSIONAL


THERAPY

D-6378
















































D-6289









No GRE required



























Only $54900c

D-4410







































BK-298






















AD REGION COLOR KEY

Faculty








Faculty










Faculty




f-6403

Faculty









f-6395


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280

22




















MARCH 25 2013


POST-PROFESSIONAL


THERAPY

D-6378
















































D-6289









No GRE required



























Only $54900c

D-4410







































BK-298






















AD REGION COLOR KEY

Faculty








Faculty










Faculty




f-6403

Faculty









f-6395


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280



















D-6289









No GRE required



























Only $54900c

D-4410







































BK-298






















AD REGION COLOR KEY

Faculty








Faculty










Faculty




f-6403

Faculty









f-6395


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280







































BK-298






















AD REGION COLOR KEY

Faculty








Faculty










Faculty




f-6403

Faculty









f-6395


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280










AD REGION COLOR KEY

Faculty








Faculty










Faculty




f-6403

Faculty









f-6395


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280


Faculty






f-6386

west




Southern California

(888)808-7838

wwwjacksonjadespcom


w-6414

west






818-788-1003FX 818-788-1135 w-6360


Faculty








f-6415



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280



west







W-6334

National



Louisville KY 40202


EOEU-6390

Midwest





NIA 630-402-2002


eoe M-6383

west




Great benefits



w-6408

South











west




w-6037

west

ImmedIate OpenIng



w-6405



reg












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280












OTConnections



[[



[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280


[[


PR-222

Ladies PoloOT10


PedometerOT43

Mug to GoOT22


Promo KitOT61

Utility ToteOT13

NEW Cooler ToteOT16
















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

STU

N




watchv=0AfowZTtomc


















S



AC-116



P-6280















QAamp


PhO

TOG

RA

Ph B

Y JO

hN

SO

NU

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N




watchv=0AfowZTtomc


















S



AC-116



P-6280


















S



AC-116



P-6280

P-6280

Navigating Career Transitions...Successfully Navigating or e-mail [email protected] From Student to...

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Transcript of Navigating Career Transitions...Successfully Navigating or e-mail [email protected] From Student to...