Practice® Eyes on the L Older Drivers’ Perceptions of Driving Cessation L Meeting the Needs of Young Road Adults with ID and ASD

The American Occupational Therapy Association July 23, 2018

Practice® Eyes on the l Older Drivers’ Perceptions of Driving Cessation l Meeting the Needs of Young Road Adults With ID and ASD

Also in This Issue 2018 CE Directory Enhancing Accessibility at a Therapeutic Riding Facility Feels good to get a discount.

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P-8164 The American Occupational Therapy Association (AOTA) side Volume 23 • Issue 13 • July 23, 2018 COVER PHOTOGRAPH © ANYABERKUT / GETTY IMAGES

2 Editor’s Note

3 News 12

6 Capital Briefing Taking Action During Your Summer Hustle 18 Tech Talk On-Road Robots: What Will Self-Driving Cars Mean for Occupational Therapy? 20 In the Community Using ADA to Guide Accessibility Modifica- tions to a Therapeutic Riding Facility

35 Continuing Education Eyes on the Road Opportunities

38 Employment 8 Older Drivers’ Perceptions Opportunities of Driving Cessation Understanding the factors influencing older adults’ decisions about stopping 40 Social Media driving after participating in driving cessation groups. Spotlight By Amy Brzuz

20 12 Driver Exploration Meeting the Needs of Young Adults With ID and ASD Driving and community mobility groups developed for young adults with ASD can help prepare individuals for independence and social participation. By Camille McQueen, Rebecca Gerwe, Ashley Wilson, Jennifer Caudill, Caitlyn Bird, Lacey Russell, and Shirley O’Brien

2018 OT Continuing Education Directory

OT PRACTICE • JULY 23, 2018 1 Chief Operating Officer: Christopher Bluhm Director of Communications: Laura Collins Editor’s Note Director of Marketing: Rebecca Rutberg

Editor: Ted McKenna Art Director: Steve Parrish Production Manager: Gary Furton Considering the Options Director of Sales & Corporate Relations: Jeffrey A. Casper Sales Manager: Tracy Hammond inding alternatives to driving, especially in urban areas, has gotten easier Advertising Assistant: Clark Collins Ad inquiries: 800-877-1383, ext. 2715, and easier over recent years. Mobile technology facilitates all sorts of or e-mail [email protected] convenient transportation services, like Uber and Lyft; competing, economical airlines and bus services travel from city to city; and the Internet OT Practice External Advisory Board allows workers to do their jobs without always needing to travel to some Anne Cronin: Chairperson, F Developmental Disabilities Special Interest Section central location, and shoppers to make purchases without having to drive to brick- Elena Espiritu: Chairperson, and-mortar stores. Rehabilitation & Disability Special Interest Section Yet driving retains an appeal for many people, offering independence, convenience, Lenin Grajo: Chairperson, and excitement. It can be dangerous, though, especially compared with taking public Academic Education Special Interest Section transportation, and despite better and evolving safety features on vehicles. Several arti- Lisa Jaegers: Chairperson, Work & Industry Special Interest Section cles in this issue explore how occupational therapy practitioners continue to help clients AnjaLi Koester: Chairperson, address this IADL, not least through learning how to use alternatives. Author Amy Sensory Integration & Processing Special Interest Section Brzuz on page 8, for example, discusses how older drivers are sometimes—although of Elizabeth Griffin Lannigan: Chairperson, course not always—well aware of their increasing physical limitations and are con- Mental Health Special Interest Section stantly calculating their alternatives to getting what they need or where to go. Jenny Martinez: Chairperson, Productive Aging Special Interest Section “Whether the final decision to stop driving is involuntary or voluntary, older drivers Andrew Persch: Chairperson, may still struggle with the decision because they may believe they have no alternative Special Interest Sections Council way to stay active in the community,” Brzuz notes, hence the importance of driving Marnie Renda: Chairperson, cessation programs that educate participants about alternative modes of transport. Home & Community Health Special Interest Section Students and faculty at Eastern Kentucky University in their article on page 12 Pam Stephenson: Chairperson, Children & Youth Special Interest Section discuss how they, too, in a program for helping young adults with autism spectrum disorder, help clients consider driving as part of the full continuum of transportation AOTA President: Amy Lamb options, to best get where they want and need to go as safely and conveniently as possi- Executive Director: Sherry Keramidas ble. Author Tony Gentry, in our latest Tech Talk column, on page 18, takes a futuristic Chief Academic & Scientific Affairs Officer: Neil Harvison tack, looking at what autonomous technology may mean for driving safety as well as the Chief Public Affairs Officer: Christina Metzler future of occupational therapy for helping drivers. The need for occupational therapy to Chief Financial Officer: Chuck Partridge help clients navigate society will continue, he notes, whatever technology may bring.

© 2018 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 Best regards, 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. U.S. Postmaster: Send address changes to OT Practice, Ted McKenna, Editor, OT Practice, [email protected] 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 Association advances occupational therapy practice, education, and research through standard setting and • Discuss OT Practice articles at www.OTConnections.org. advocacy on behalf of its members, the profession, and the public. • Send email regarding editorial content to [email protected]. Annual membership dues are $225 for OTs, $131 for OTAs, • Go to www.aota.org/otpractice to read OT Practice online. and $75 for student members, of which $14 is allocated to • Visit our Web site at www.aota.org for contributor guidelines, and additional news and information. the subscription to this publication. Subscriptions in the U.S. and Canada are $275 for individuals and institutions. Subscriptions outside the U.S. and Canada are $375 for OT Practice serves as a comprehensive source for practical information to help occupational therapists and occupational therapy assis- individuals and $430 for institutions. Allow 4 to 6 weeks tants to succeed professionally. OT Practice encourages a dialogue among members on professional concerns and views. The opinions for delivery of the first issue. and positions expressed by contributors are their own and not necessarily those of OT Practice’s editors or AOTA. Copyright of OT Practice is held by The American Occupa- Advertising is accepted on the basis of conformity with AOTA standards. AOTA is not responsible for statements made by advertisers, nor tional Therapy Association, Inc. Written permission must be does acceptance of advertising imply endorsement, official attitude, or position of OT Practice’s editors, Advisory Board, or The Ameri- obtained from the Copyright Clearance Center to reproduce can Occupational Therapy Association, Inc. For inquiries, contact the advertising department at 800-877-1383, ext. 2715. or photocopy material appearing in this magazine. Direct all requests and inquiries regarding reprinting or photocopying Changes of address need to be reported to AOTA at least 6 weeks in advance. Members and subscribers should notify the Membership material from OT Practice to www.copyright.com. 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 [email protected], or make the change at our Web site at www.aota.org. Back issues are available prepaid from AOTA’s Membership department for $16 each for AOTA members and $24.75 each for nonmembers (U.S. and Canada) while supplies last.

2 JULY 23, 2018 • WWW.AOTA.ORG News How OT Practitioners Use Evaluation Codes

indicated that it would collect in-person trainings at various data on occupational therapy national, state, and specialty utilization of the codes to occupational therapy confer- confirm AOTA’s proposed uti- ences; and AOTA-published lization percentages and revisit articles and FAQs. AOTA applying stratified values to the members continue to be pro- occupational therapy evalua- vided with detailed information codes at a later time. tion about components of the Early indications based codes and how to interpret, on available Medicare Part B document, and identify the data used for RVU develop- correct complexity levels of ment indicate that AOTA’s the evaluation codes in their predicted utilization values daily practice. Ultimately, were correct. AOTA’s evalu- AOTA believes that accurate ation frequency for 2017 is utilization data will result in 52% low complexity, 38% CMS considering stratified moderate complexity, and evaluation code payment 10% high complexity. These values in the future. results fall squarely within For more information on the 50%, 40%, and 10% the occupational therapy (low, moderate, and high) evaluation codes and other n January 2017, work RVU is one of three estimates AOTA proposed to important coding resources, three new occupa- components that determines CMS. please visit the AOTA Coding tional therapy the full price of CPT codes These results are due to and Billing webpage, at www. I Current Procedural based on the work of the the hard work of occupa- aota.org/Advocacy-Policy/ Terminology (CPT®) evalua- therapist and includes the tional therapy practitioners Federal-Reg-Affairs/Coding. tion codes (97165, 97166, time to perform the service, arming themselves with the and 97167) were introduced technical skill and physical necessary knowledge through under the Physical Medicine effort, required mental effort a comprehensive AOTA and Rehabilitation (PM&R) and judgment, and stress educational campaign, which section of the CPT Manual. related to potential risk. The included online webinars; These new codes are a major American Medical Associ- victory for occupational ation rules for determining therapy practitioners, as they work values focus only on introduce a paradigm for Medicare Part B services and Intersections evaluations based on patient are not all inclusive of Part B complexity (low, moderate, settings where many occupa- Sabrina Salvant, EdD, MPH, OTR/L, was or high) and specify that tional therapy practitioners named AOTA’s new Director of Accredi- physical, cognitive, and work, such as Medicare SNF tation. Salvant has been an occupational psychosocial functional Part B therapy billing. therapist for 24 years, serving most recently issues can be assessed as part Based on the analysis of as the Program Director of Occupational of an occupational therapy the available Part B database Therapy at Belmont University. Her expe- evaluation. data for proposing stratified rience in accreditation includes serving on the Roster of Despite AOTA’s advocacy RVU values for the codes, Accreditation Evaluators and the Educational Standards for stratified relative value AOTA estimated an evalu- Review Committee. unit (RVU) values for each ation frequency of 50% for code based on complexity low complexity evaluations, Sharmila Sandhu, AOTA’s Director of Federal Affairs, level, CMS finalized a work 40% for moderate complex- contributed to a recent NPR report on insurance coverage RVU of 1.20 for each of the ity evaluations, and 10% for (https://n.pr/2KuChIq), featuring the story of a father and occupational therapy evalu- high complexity evaluations. son who sustained serious hand injuries requiring surgery ation CPT codes because of Although CMS chose not to and occupational therapy services that helped both of concerns of potential abuses stratify reimbursement by them returned to their regular activities.

PHOTOGRAPH © DRAGONIMAGES / GETTY IMAGES and budget neutrality. The level of complexity in 2017, it

OT PRACTICE • JULY 23, 2018 3 News

Resources

The American Occupational Therapy Foundation (AOTF) New Guideline for Cardiometabolic announced the Mid-Career Research Award in Occupational Ther- Risk Following SCI apy Sponsored by Bonita Kraft. This new award recognizes individuals who have contributed to advancing knowledge in the field The Paralyzed Veterans of America published a new clinical of occupational therapy. The nominee must be a certified occupa- practice guideline on Identification and Management of Cardiomet- tional therapist and 6 to 15 years post completion of doctorate with abolic Risk after SCI, for helping veterans and others with spinal research that contributes to advancing knowledge in the profession. cord injury (SCI) prevent and treat cardiometabolic diseases. The awardee will receive a $5,000 honorarium and give a 30- The guideline is available for download at www.pva.org/publica- to 40-minute presentation on their research at the AOTA Annual tions and the Apple Store for free. Conference & Expo in April. The application deadline is September 1. For more information, visit www.aotf.org.

Report on Youth Concussions The Centers for Disease Control and Prevention (CDC) released a report on Prevalence of Self-Reported Concussions from Playing a Sport or Being Physically Active among High School Students— Youth Risk Behavior Survey, United States, 2017. CDC researchers reported that 15% of students reported having at least one sports- or physical activity-related concussion during the 12 months before the survey, and 6% reported having two or more concussions. The report is available at https://bit.ly/2KJNAIK.

Practitioners in the News New OT Practice Columns Planned

Ask the Expert: Got a quick question about practice, Hima Dalal, OTR/L, President the workplace, or any other aspect of client care or/and of the Vital Energy Wellness Abby Hawkins, OTD, OTR/L, occupational therapy life? OT Practice is launching a new and Rehab Center in Colum- was featured in a report by column called “Ask the Expert.” Email [email protected] bia, South Carolina, gave a the central Texas ABC affili- to have your questions considered for a future issue of the presentation at the Myrtle ate KXXV-TV on her orga- magazine by members of the Special Interest Section Stand- Beach D.A.R.E. Association nizing an “autism-friendly” ing Committees and other subject matter experts! and South Carolina Officers screening of The Incredibles 2 Annual Conference on using (https://bit.ly/2lV60M0). Member Spotlight: Know an AOTA member who meditation and yoga to help deserves to be highlighted in the magazine for their work in children with sensory pro- occupational therapy? Email suggestions to otpractice@aota. cessing disorder better engage org for a new OT Practice column highlighting AOTA members! in school and social activities. PHOTOGRAPH © VADIMGUZHVA / GETTY IMAGES PHOTOGRAPH © VADIMGUZHVA

AOTA for You

Driving and Community settings, and with clients Driving Simulation for and current evidence on the Mobility: Occupational with various disabilities or Assessment, Intervention, appropriate use of driving Therapy Strategies Across difficulties. $69 for mem- and Training: A Guide for simulators. $79 for mem- the Lifespan bers, $98 for nonmembers. Occupational Therapy and bers, $112 for nonmem- M. McGuire & E. Davis Order #1264. eBook $49 Health Care Professionals bers. Order #900389. eBook This text provides strategies for members, $78 for non- S. Classen $59 for members, $92 for to address community and members. Order This comprehensive text nonmembers. driving across occupational #900471. provides extensive knowl- Order #900416. therapy practice areas and edge, practical guidance,

To Order: http://store.aota.org (enter order # preferred) or call 800-729-2682

4 JULY 23, 2018 • WWW.AOTA.ORG News

Academic News

The Academic Education where he formerly served as a North Carolina at Chapel Hill, Special Interest Section is guest lecturer and fieldwork helped to facilitate making the launching the third cycle of supervisor. iconic and historical 225-year- its New Educators and New old Old Well on the campus of Academic Fieldwork Coordi- Gavin R Jenkins, PhD, OTR/L, UNC-Chapel Hill wheelchair nators (AFWC) Mentorship ATP, Chair and Associate Pro- accessible. programs. The two mentor- fessor with the Department ship programs will run for 6 of Occupational Therapy, at The Los Angeles-based TV months, from October 2018 the University of Alabama at stations KCBS2 and KCAL9 to April 2019, and will use a Birmingham (UAB), received (https://bit.ly/2NsqIPA) video conferencing system for a UAB Faculty Development recently highlighted a research monthly meetings and dis- Grant for $8,500 to evaluate study led by occupational ther- cussions. All participants will the effectiveness of a “Magic apists at the University of South- be matched with a seasoned Camp” as a means of hand– Kathryn Sorensen (pictured ern California’s Chan Division educator or AFWC as mentor. arm bimanual motor skills above), OTD, OTR/L, Clin- of Occupational Science and We are also recruiting for sea- training to improve the motor ical Assistant Professor in Occupational Therapy on the soned educators as mentors. function in children with spas- the Division of Occupational value of sensory-adapted dental All interested new educators tic hemiplegic cerebral palsy. Science and Occupational environments for children with and mentors can contact Giuli Therapy at the University of autism spectrum disorder. Krug at [email protected]. Laura K. Vogtle, PhD, OTR/L, All interested new AFWCs FAOTA, Professor and Direc- and mentors can contact tor of the Clinical Doctorate Rebecca Simon at RSimon@ in Occupational Therapy Get the latest updates jwu.edu. Program at UAB, was invited at www.aota.org/alerts The deadline to apply is to serve as a grant reviewer August 15. Each of the two on the National Institutes of programs can accommodate Health (NIH) Motor Func- Power of A Award: AOTA, the community, CommunOT, up to 15 participants. tion, Speech, and Rehabilita- American Physical Therapy where you can interact and share with your fellow AOTA tion Study Section. Association, and the American Speech-Language-Hearing members. Log in and par- Mark Koch, BS, Association won an Amer- ticipate in the conversations OTR/L, a Clin- Hon K. Yuen, PhD, OTR/L, ican Society of Association happening now. ical Instructor a Professor and Director of Executive’s Power of A Gold in the Occupa- Research with the Department Award for their “Stop The Cap” Children & Youth Specialty tional Ther- of Occupational Therapy at campaign to end the Medicare Conference: Save the date for apy Doctoral UAB, was invited to serve Outpatient Therapy Cap. AOTA’s Specialty Confer- Program offered jointly by the as a grant reviewer on the ence—Children & Youth. University of Arkansas and NIH Special Emphasis Panel New Online Community: Milwaukee, Wisconsin, from the University of Arkansas meeting “Member Conflict: Check out AOTA’s new online September 28 to 29. for Medical Sciences, was Healthcare Delivery and named Outstanding Advocate Methodologies.” at the University of Missouri, Send news items to [email protected].

Online Course: Driving and research, tools, and resources, Online Course: Driving This course will teach partic- Community Mobility for this course will give you Assessment and Training ipants to assess and make Older Adults: Occupational the opportunity to advance Techniques: Addressing the decisions about a student’s Therapy Roles, Revision even further your knowledge Needs of Students With Cog- readiness to drive and put S. Pierce & E. Davis about the IADL of driving and nitive and Social Limitations techniques learned directly Earn .6 AOTA CEUs (7.5NBCOT community mobility. $180 for Behind the Wheel into their practice. $159 for PDUs/6 contact hours). members, $257 M. Monahan members, $234 Revised with expanded for nonmembers. Earn 1 AOTA CEU (12.5 NBCOT for nonmembers. content and updated links on Order #OL33. PDUs/10 contact hours). Order #OL4837.

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

OT PRACTICE • JULY 23, 2018 5 Capital Briefing

Taking Action During Your Summer Hustle

AOTA’s new and improved uring the month of August, The News page is a collection of various Legislative Action Center members of Congress usually news sources. It includes links to national, takes a pause on Congres- local, and AOTA-specific news. From provides multiple ways to sional action to spend time AOTA’s Twitter feed to the congressional stay in contact with all of in their home districts. This legislation that we are following, stay up year,D while your Representatives are in to date on the developments on issues that your elected officials. your district, the Senate has announced affect your practice. that it will continue working in D.C. The Take Action page is the place to Jill Tighe throughout the month. This means your find the main issues we are tracking. There Senators will be holding fewer town halls is a dropdown menu covering two differ- or meet and greets. Amid all this hustle ent types of items. Items labeled “Primer” and bustle, it is important to stay in contact include a walkthrough of the issue. Items with all of your elected officials. labeled “Take Action” are engagements AOTA’s new and improved with pre-written letters that you can adjust Legislative Action Center to tell your own story. Some engagements provides multiple ways also allow you to send Tweets to your to do this. If you are not elected officials. In addition, there is a familiar with our new “Take Action” labeled “Write Your Own.” Legislative Action Center, You can write a letter to your members we highly encourage you of Congress on any issue of import to you to go to www.AOTA.org/TakeAction using this engagement. and browse the site. On our Blogs tab, we will be highlight- There are five sections to this ing blogs posted on AOTA’s new blogging website: Home, News, Take Action, platform, CommunOT. Blogs covering and Advocacy Resources. Health Care Reform, Regulatory, State, and On the Home page lives the Federal issues will be linked on this page. carousel of engagements. These Advocacy Resources contains links to engagements are resources for resources at www.AOTA.org. Our Tips and you to send a message to your Tools page has items to help prepare you members of Congress. AOTA’s for a meeting with your legislators. You Federal Affairs Team has drafted can use these materials to prepare for a messages for you, but your town hall, in-district meeting, or meetings legislators want to hear in Washington, DC. There’s also a link from you. We encourage you to more information about AOTPAC for to adjust the language of AOTA members only. these messages to fit your Your new Legislative Action Center opinions. On this page, is here to help you tell Congress about you can find informa- the issues that matter to you. Our new tion on your members of Legislative Action Center is mobile and Congress, including their tablet friendly, so you can advocate while social media accounts, their keeping up with your summer hustle. websites, and how to contact Happy Advocating! them. You can also subscribe to our mailing list, follow us on Facebook, Jill Tighe is AOTA’s Grassroots/PAC Specialist. and more. PHOTOGRAPH © FERLISTOCKPHOTO / GETTY IMAGES

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8 JULY 23, 2018 • WWW.AOTA.ORG Understanding the factors influencing older adults’ decisions about stopping driving after participating in driving cessation groups.

by Amy Brzuz

ccupational therapy Oxley and Charlton (2009) indicated capstone project. Of particular interest practitioners in both that drivers voluntarily stopped driving was whether the participants reflected on generalist and specialist because of loss of enjoyment, concerns their participation in my driving cessation settings often address about safety, and the availability of other group when making the no-driving deci- community mobility forms of transportation. Whether the sion more than a year later. needs as part of the final decision to stop driving is involun- occupational therapy process, with driv- tary or voluntary, older drivers may still The Study Oing often being the only available mode struggle with the decision because they Nineteen adults ages 75 and older living in of community mobility (Yassuda et al., may believe they have no alternative way an urban independent living community 1997). As we age, the skills and abilities to stay active in the community. were sent letters to solicit participation that enable us to be safe drivers begin to The literature reveals that driving in this study. I chose these participants decline, and many older drivers are thus cessation programs can help drivers because they had all attended my two-part faced with the reality of driving cessation successfully plan for alternative trans- driving cessation group 16 months before (Pellerito, 2006). Therefore, driving portation choices. Community mobility initiating this study. The participants cessation is often an area addressed in programs and travel training programs are attended the driving cessation group—To occupational therapy treatment plans. available to help prepare individuals for Drive or Ride—voluntarily; the group Driving cessation can be involuntary driving cessation. The programs focus on was offered as a wellness activity at their or voluntary. When a driver’s license is similar components, which include group independent living community. The group revoked by the Department of Transpor- formats (Liddle et al., 2013; McInerney & was modeled after the UQDRIVE driver tation, the driver experiences involuntary McInerney, 1992), education on coping cessation program (Gustafsson et al., 2012) driving cessation. Reasons uncovered in strategies (Dobbs et al., 2009; Gustafsson designed in Australia that assists older the literature for involuntary driving ces- et al., 2012), consideration of psychosocial drivers in having a sense of autonomy over sation include poor vision, chronic ADL issues (Carr et al., 2005), education to the no-driving decision. The To Drive or limitations, poor memory, poor hearing, increase awareness of alternative forms Ride group required 2 days of attendance history of at-fault accidents, and unsafe of transportation (Buning et al., 2007; and focused on four modules: growing driving practices (Choi et al., 2011; Di Stefano et al., 2009; Sohlberg et al., older, driving in later life, alternative Foley et al., 2002). When the no-driving 2005; Stepaniuk et al., 2008), and help for transport, and lifestyle planning. I waited decision is involuntary, the former driver drivers to achieve a strong locus of control 16 months after the driving cessation group can experience loss of independence, and realistic expectations of obstacles that to solicit interviews with the participants decreased access to the community for will encourage more voluntary no-driving to allow them time to face the no-driving occupations, and a decreased quality of decisions (Dobbs et al., 2009). decision. Eight participants responded to life (Yassuda et al., 1997). Although the literature indicates the letters. Three reported they had stopped Although it may seem like common there are many layers to driving cessa- driving since participating in the driving knowledge that most drivers do not want tion groups and the no-driving decision cessation group. These three participants to give up their driving privilege, a study itself, more can still be learned about the were included in this phenomenological by Choi and colleagues (2011) found that in-depth experience of individuals making qualitative (Creswell, 2009) study. All three 83.1% of their study participants reported this decision. I (the author) wanted to fur- participants were women. voluntary driving cessation. Reasons ther explore the factors that influence the After the participants signed letters of for their voluntary driving cessation driving cessation decision in older adults consent, semi-structured interviews took included the financial costs associated who participated in a driving cessation place at either their apartments or a com- with driving or anxiety about driving. group I led as part of my clinical doctoral mon area (library or lounge). Interviews

PHOTOGRAPH © PHOTOBAC / GETTY IMAGES OT PRACTICE • JULY 23, 2018 9 were audio recorded with permission. van; you haven’t really had to think about group. For future research, widening the Interview notes were also taken, and all other ways.” sample size to include older drivers who are interviews were transcribed. I posed the not living in a formal urban independent following questions: Discussion living community would be beneficial to 1. Now that you’ve retired from driv- Better understanding of the factors that better understanding the decision-making ing, are you still able to get around? influence the driving cessation decision process of those who do not have such 2. Did your participation in the in older adults who have participated in convenient resources available. driving cessation group influence your a driving cessation group can potentially no-driving decision? help occupational therapy practitioners Implications for Future 3. Do you feel your participation assist their clients in the driving cessation Occupational Therapy Practice in the driving cessation group had any process. Previous research indicated that The results of this study can provide influence on your using alternative forms the convenience of driving is why many occupational therapy practitioners with of transportation? people are reluctant to give it up (Adler added guidance when assisting clients & Rottunda, 2006; Kostyniuk & Shope, through the driving cessation process. Results 2003). The results of this study confirm l Occupational therapy practitioners Two themes emerged from the qualitative those findings. According to this study’s have a role in assisting clients with data analysis, providing insight into the participants, the decision to cease driving life transitions, which includes living driving cessation decision-making process: hinged on convenience and prior expec- arrangements. Practitioners in all Theme 1: Prior Expectations. All tations, and not necessarily on knowledge settings need to consider transporta- three participants reported that the of all available alternatives. The partici- tion resources when assisting clients driving cessation group did not directly pants in this study chose transportation with discharge planning. Although influence their decision to stop driving. alternatives that were the most convenient many clients prefer a home dis- It seems that before participating in the for them. For example, they did not report charge, practitioners should feel group, these three participants already riding the city bus, because it was inconve- comfortable recommending alterna- had decided that they were not going to nient. They preferred to take the commu- tive living arrangements for clients drive in the future. nity van or ask family for rides because if they aren’t able to safely navigate When asked whether the group had this option was easier for them. their communities from their cur- any effect on their decision to stop driv- Although all three participants rent homes. These alternative living ing, one participant stated: “Not really. reported their knowledge of driving environments may have convenient I had been questioning it in my mind alternatives increased after participating transportation alternatives available, all through, the fact that my … driver’s in the driving cessation group, the group thus facilitating community access license would come due in November itself did not seem to overly influence and independence. of this year and I would be 86, and I their transportation choices. Their prior l Practitioners practicing in inde- thought, I just don’t care to keep driving expectations of convenient alternatives pendent living facilities should when I’m that age.” seemed to undermine any new knowl- work closely with administrators Another participant stated that she edge they might have gained from group regarding convenient transportation was thinking about not driving before she attendance. This pre-existing knowledge options for residents. Practitioners attended the group and that she did not may have made their decision to stop can educate administrators on the learn anything from the group that made driving less difficult for them. The results effect convenient community mobil- it easier for her to make the no-driving of this study strengthen the findings of ity options have on clients’ decision decision. She stated it was “just a matter a systematic review by Stav (2014) that making process and ultimately their of when.” stressed the importance of a person’s safety and quality of life. Perhaps res- Theme 2: Convenience. Participants physical context and how it can support idents would voluntarily cease driv- seemed to rely heavily on the convenience or hinder community mobility. These ing if they were aware of convenient of alternative transportation when making participants lived in a physical environ- community access options. their no-driving decision. They seemed ment that provided convenient modes of l Participants of these driving to accept not driving because they had a transportation. This most likely made it cessation groups had preconceived good alternative available. They all used easy for them to decide to stop driving. notions of their driving future. This the independent living community van for indicates that generalist occupa- appointments and community access, and Limitations and Future tional therapy practitioners should they felt this was a very easy option. They Research infuse driving cessation planning had used this van before the group was Although using a phenomenological into their practice early; not just held and continued to use it after. They all approach helped to add different perspec- when the client is being confronted cited that the van was convenient and that tives to this topic, the small sample size with the driving cessation decision. it was well known that it was available and reduces the generalizability of the results. l Driving specialist occupational easy to use. One participant stated, “There This study was also susceptible to recall therapists could dedicate time and is a bus service here that is very conve- bias; 16 months passed between group resources to developing driving nient …. It is nice; it’s very convenient.” participation and the interviews asking par- cessation groups in their commu- Another stated, “You have family and the ticipants what they had learned from the nities so that programs are in place

10 JULY 23, 2018 • WWW.AOTA.ORG earlier and in more locations. Driving cessation planning Yassuda, M. S., Wilson, J. J., & von Mering, O. (1997). Driving cessation: The perspective of senior drivers. Educational Gerontology, 23, 525–538. http:// may then become a normal part of aging, thus providing dx.doi.org/10.1080/0360127970230603 all older drivers with increased agency over their driving

cessation decision. Amy Brzuz, OTD, OTR/L, is an Assistant Professor and Chair of Occupational Therapy at Gannon University in Erie, Pennsylvania. Brzuz worked in driving rehabilitation before transitioning to Conclusion academia. The more information occupational therapy practitioners have about the decision-making process that older drivers go through when it is time to decide whether driving is still a safe, effective, For More Information and desirable form of community mobility, the better prepared they will be to assist their clients appropriately. This study deter- Fact Sheet: Driving and Transportation Options mined that prior expectations and convenience are two topics for Older Adults that practitioners should highlight when discussing the no-driv- https://bit.ly/2MD8Tx4 ing decision with their clients. www

References Older Driver Safety Awareness Week: December Adler, G., & Rottunda, S. (2006). Older adults’ perspectives on driving 3 to 7, 2018 cessation. Journal of Aging Studies, 20, 227–235. https://doi.org/10.1016/j. This annual event, including online chats every day jaging.2005.09.003 www on a different topic, promotes understanding of the Buning, M. E., Getchell, C. A., Bertocci, G. E., & Fitzgerald, S. G. (2007). Riding a bus while seated in a wheelchair: A pilot study of attitudes and behavior importance of mobility and transportation to ensure regarding safety practices. Assistive Technology, 19, 166–179. https://doi.org/1 older adults can remain active in their community. 0.1080/10400435.2007.10131874 https://bit.ly/IKyfXw Carr, D. B., Shead, V., & Storandt, M. (2005). Driving cessation in older adults with dementia of the Alzheimer’s type. Gerontologist, 45, 824–827. https:// OT-DORA: Occupational Therapy Driver Off-Road doi.org/10.1093/geront/45.6.824 Choi, M., Mezuk, B., & Rebok, G. (2011). Voluntary and involuntary driving ces- Assessment Battery sation in later life. Journal of Gerontological Social Work, 55, 367–376. https:// By C. Unsworth, J. Pallant, K. Russell, & M. Odell, doi.org/10.1080/01634372.2011.642473 2011. Bethesda, MD: AOTA Press. $99 for members, Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed meth- $140 for nonmembers. Order #1261. ods approaches (3rd ed.). Thousand Oaks, CA: Sage. Di Stefano, M., Lovell, R., Stone, K., Oh, S., & Cockfield, S. (2009). Supporting individuals to make informed personal mobility choices: Development and trial of an evidence-based community mobility education program. Topics in Geriatric Rehabilitation, 25, 55–72. https://doi.org/10.1097/TGR.0b013e3181914b2a Dobbs, B. M., Harper, L., & Wood, A. (2009). Transitioning from driving to driving cessation: The role of specialized driving cessation support groups for individuals with dementia. Topics in Geriatric Rehabilitation, 25, 73–86. https://doi.org/10.1097/01.TGR.0000346058.32801.95 Foley, D. J., Heimovitz, H. K., Guralnik, J. M., & Brock, D. B. (2002). Driving life expectancy of persons aged 70 years and older in the United States. American Journal of Public Health, 92, 1284–1289. https://doi.org/10.2105/ AJPH.92.8.1284 Gustafsson, L., Liddle, J., Liang, P., Pachana, N., Hoyle, M., Mitchell, G., & McK- enna, K. (2012). A driving cessation program to identify and improve transport and lifestyle issues of older retired and retiring drivers. International Psychogeriatrics, 24, 794–802. https://doi.org/10.1017/S1041610211002560 Kostyniuk, L. P., & Shope, J. T. (2003). Driving and alternatives: Older drivers in Michigan. Journal of Safety Research, 34, 407–414. https://doi.org/10.1016/j. jsr.2003.09.001 Liddle, J., Haynes, M., Pachana, N., Mitchell, G., McKenna, K., & Gustafsson, L. (2013). Effect of a group intervention to promote older adults’ adjustment of driving cessation on community mobility: A randomized controlled trial. Helping older adults stay safe on the road Gerontologist, 54, 409–422. https://doi.org/10.1093/geront/gnt019 McInerney, C. A., & McInerney, M. (1992). A mobility skills training program for adults with developmental disabilities. American Journal of Occupational Time to become a Certified Therapy, 46, 233–239. https://doi.org/10.5014/ajot.46.3.233 Oxley, J., & Charlton, J. (2009). Attitudes to and mobility impacts of driving Driver Rehabilitation Specialist. cessation: Differences between current and former drivers. Topics of Geriatric By 2030, 60 million people 70+ will be on the road. Rehabilitation, 25, 43–54. https://doi.org/10.1097/TGR.0b013e3181914aeb Driver evaluation, counseling and remediation will be Pellerito, J. M. (2006). Driver rehabilitation and community mobility: Principles a growing need. ADED is a nonprofit organization and practice. St. Louis: Mosby. dedicated to promoting safe, independent mobility Sohlberg, M. M., Todis, B., Fickas, S., Hung, P.-F., & Lemoncello, R. for older adults and people with a disability. (2005). A profile of community navigation in adults with chronic cognitive impairments. Brain Injury, 19, 1249–1259. https://doi. ADED can offer you the training and org/10.1080/02699050500309510 certification required to become a Stav, W. B. (2014). Updated systematic review on older adult community mobili- Certified Driver Rehabilitation Specialist. ty and driver licensing policies. American Journal of Occupational Therapy, 68, 681–689. https://doi.org/10.5014/ajot.2014.011510 Stepaniuk, J. A., Tuokko, H., McGee, P., Garrett, D. D., & Benner, E. L. (2008). (866) 672-9466 • www.aded.net Impact of transit training and free bus pass on public transportation use by older drivers. Preventive Medicine, 47, 335–337. https://doi.org/10.1016/j. ©2014 ADED AOTA-1-5 ypmed.2008.03.002 P-8481

OT PRACTICE • JULY 23, 2018 11 Meeting the Needs of Young Driver Adults With ID and ASD Exploration ILLUSTRATION © OLENA CHERNENKA / GETTY IMAGES ILLUSTRATION

12 JULY 23, 2018 • WWW.AOTA.ORG Meeting the Needs of Young Adults With ID and ASD by Camille McQueen, Driving and community mobility groups Rebecca Gerwe, Ashley Wilson, developed for young adults with autism Jennifer Caudill, Caitlyn Bird, spectrum disorder can help prepare them Lacey Russell, and Shirley O’Brien for independence and social participation.

ommunity mobility is an area of any, individuals who receive a diagnosis occupation supporting indepen- of autism in childhood recover fully and dence in daily life tasks. Within achieve levels of functioning typical of community mobility, obtaining their age peers” (p. 239). However, this one’s driver’s permit and then does not necessarily mean that autism license is still viewed as a rite of prevents occupational achievement and Cpassage into late adolescence and early quality of life. Studies show that improve- adulthood, despite the popularity among ments during the adolescent and young people of all ages of new community adult years usually involve acquiring mobility options, including bike rentals new skills and reducing maladaptive and ride-hailing services such as Uber behaviors (Classen et al., 2013; Precin and Lyft. Obtaining a learner’s permit et al., 2012; Seltzer et al., 2004). If and a driver’s license, and learning to individuals with autism are capable of navigate the community, are also skills learning and acquiring necessary skills that promote independence, social par- after childhood, then perhaps a lack ticipation, and engagement in the lives of achievement in typical functioning of young adults. Yet it remains a privilege is at least partially because of a lack of for some young adults diagnosed with opportunities and services offered for autism spectrum disorder (ASD) to attain this age group. According to Turcotte and these skills for independent community colleagues (2016), adults with ASD were navigation (Monahan & Classen, 2013). more likely to need occupational therapy According to the Centers for Disease services, yet have not received these Control and Prevention (2018), 1 in 68 services compared with young children children are identified with ASD. Occu- with the same condition. These findings pational performance skills are often demonstrate that individuals still need addressed primarily in childhood and can and require supports in their adolescent be overlooked as adolescents with ASD and adult years, and they also have the transition into adulthood. As individuals capability to learn the skills necessary with ASD move toward young adulthood, for changing role performance. More- the need for revisiting occupational over, at the core of occupational therapy performance skills comes to the forefront is the belief that individuals deserve to in enhancing community mobility, social participate in life through occupation. participation, and independence. According to the Occupational Therapy According to Seltzer and colleagues Practice Framework: Domain and Process (2004), “studies have shown that few, if (3rd ed.; American Occupational Therapy

OT PRACTICE • JULY 23, 2018 13 Table 1: Driving Group Itinerary and Discussion Themes

Driving Theme of the Week Sample Activities Discussion Themes and Questions Related to Material

Week 1: Understanding Road l Learning road sign images Discussion theme: Rules of the Road Signs/Group Welcome l How can road signs vary from state to state? l What do the different colors and shapes of signs represent? l Understand how stress can affect reading and understanding signs

Week 2: Visual Scanning and l Post-It Scanning: Sticky notes with random Discussion theme: Driving is More Than Just Looking Item Identification numbers were placed in various locations l Why is scanning the environment while driving down a hallway and participants had to use important? visual scanning skills to identify the color l Why is it important to orient yourself to where important and number of each note car parts are? (e.g., parking brake, speedometer, gear l Identifying Car Parts: Participants were shift) given colored images of car parts and then l Stress and its effects on safe driving asked to identify the specific part and its use (e.g., parking brakes, turning signals, caution lights)

Week 3: Understanding l Traffic light signal simulation using iPad Discussion theme: Understanding Traffic Signals and Directional Cues app Giving Directions l 3-Way Maze l What do you do in a car when you’re approaching a light under different circumstances, such as yellow or blinking red? l What is the difference between a dashed line and a solid line on a road? l Stress and directional cues

Week 4: Applying Knowledge l Identifying car parts (in an actual car) Discussion theme: Applying What You’ve Learned, Pt. 1 Realistically—Viewing Actual l Hands-on experience with a stationary car l Understanding appropriate use of different car parts Cars (e.g., parking brakes, emergency flashers) l Exploring stress and its effects on driving

Week 5: Problem Solving l Permit test practice Discussion theme: Applying What You’ve Learned, Pt. 2 Skills Within Intersections l Negotiating right of way using Matchbox l Why is it important to understand right of way rules? cars l Strategies for stress

Week 6: Community Mobility l Hand out permit books to study for exams Discussion theme: Knowing Your Way l Create ASD identification cards (in case of l What local resources are available for transportation? emergencies)

Association, [AOTA], 2014), “achieving Dickerson, 2017; Dickerson et al., 2013). social, educational, and vocational health, well-being, and participation in Therefore a key aspect of supporting opportunities. life through engagement in occupation is young adults with ASD is addressing Research on the desire of young adults the overarching statement that describes their need for independence in commu- with ASD to drive is limited. Although the domain and process of occupational nity mobility, particularly driver training. perceptions vary, the majority of young therapy in its fullest sense” (p. S4). AOTA has provided support materials adults with ASD have reported fear and Individuals with ASD deserve commu- to help practitioners address this need anxiety surrounding driving and community supports to provide the opportunity (www.aota.org/practice/children-youth/ nity mobility, but they agreed that these to increase occupational participation, youth-transportation). skills provided them with an increase in achieve self-actualization, and improve The ability to drive and navigate quality of life and opportunity outside quality of life and sense of well-being. the community continues to be a key their home (Chee et al., 2015). Young The mainstay of our profession has factor of independence in adults with adults with ASD also may present with always centered on occupation and will ASD (Brooks et al., 2016; Precin et co-morbidities such as depression and continue to focus on ADLs and IADLs al., 2012). The skills for driving and anxiety (Seltzer et al., 2004). Occupa- (Doucet, 2014). One of the most valued obtaining independence in community tional therapists possess the requisite IADLs of adulthood is driving (Davis & mobility are associated with greater knowledge and skills to assess and plan

14 JULY 23, 2018 • WWW.AOTA.ORG interventions for individuals with these conditions and how they may affect ADLs and IADLs, such as driving. Driving and community mobility require complex skills (e.g., interpreting nonverbal cues, shifting attention, per- forming other executive level skills) that are often difficult for individuals with ASD. However, learning these skills is possible for this population with instruction, practice, and targeted skill building. The Autism and the Decision to Drive With Jerry Newport video series (Debbaudt & Debbaudt, 2012) serves as an example of how to reinforce confidence in learning the skill of driving from a family’s perspective. The skills of learning to drive and navigating the community start with addressing client factors and performance skills (AOTA, 2014). Limited evidence exists for addressing driving skills and even less evidence exists for addressing alternative community mobility skills training for individuals with ASD (Radloff et al., 2016). To fill this void, a community–university partnership program was developed in conjunction with an interdisciplinary autism certificate program offered by Eastern Kentucky University. Lead faculty for the program represented occupational therapy, psychology, speech-language pathology, and special education. The driver program goal was to provide an opportunity for young adults with autism and other intellectual disabilities (IDs) to develop prerequisite knowledge for obtaining a driver’s permit and to provide community mobility options instead of or in addition to driving for those with autism and other IDs.

Forming the Driving and Community Mobility Group The need for community supports for individuals with ASD was recognized, and community requests from families of youth with ASD drove the implementa- tion of a pre-driving group for individuals with ASD and other IDs. Individuals were built in. Adaptations were made to meet profit advocacy and education group for recruited from various community sup- individual participant needs based on children and adults with intellectual and port groups. Based on interest from youth current levels of functioning, readiness physical disabilities. The meeting rooms in the community with ASD and ID and to drive, and/or ability to navigate the offered tables and chairs to complete the their families, and participant need, the community, to increase occupational weekly small group activities. A lobby was program evolved into a pre-driving group participation and safety. structured for socialization and group with community mobility implications The group took place at a centrally activities. A television was used in one of for individuals with ASD and ID. The located community agency in central Ken- the meeting rooms to watch scenes from program maintained a general focus on tucky that was available for free through Autism and the Decision to Drive With Jerry

PHOTOGRAPHS COURTESY OF THE AUTHORS driving, with community mobility skills the ARC of Central Kentucky, a non- Newport series each week.

OT PRACTICE • JULY 23, 2018 15 permit as well as current abilities to plan and implement appropriate activities to meet their needs in navigating the community. After interpreting the standardized assessments, we considered the fact that a driving group with a focus on community mobility would have broader implications for focusing on participant strengths and lead to optimal occupational participation and safety in the community. Thus, the original plan for a driver permit group was adapted to include community mobility to serve the needs and interests of the participants. The weekly topics addressed critical skills needed for driving and community mobility (see Table 1 on page 14). Groups were led by graduate occupational therapy and psychology students from East- ern Kentucky University. This structure allowed for interprofessional collaboration based on group themes and needs. Time segments were organized with large and small group content, including time for social engagement with a snack provided.

Case Example Trevor, a 19-year-old man, was working on his bachelor’s degree in biology at a local state university. Trevor had been diagnosed within the past year with ASD, anxiety, and depression, which had created barriers for him to become a successful driver. The program structure did not directly address all his conditions; however, presentation styles did consider learning needs based on his conditions. Trevor commented that driving was very intimidating to him. By obtaining his permit and becoming a driver, he hoped to overcome his anxiety surrounding driving, gain independence, and visit his significant other inde- pendently. Trevor had already obtained a driving permit but it had recently expired, so he was preparing to retake the test as required by state law. He was The program consisted of intake n.d.) were selected by the CDRS as referred to the group by his mother as evaluation and program planning, fol- screening tools for attention, psycho- a way to prepare to take his permit test lowed by six weekly sessions. The initial motor speed, visual skills, and learning again and attend a future driver’s license evaluations of targeted skills were led by and processing new information. The course. Trevor participated in the group certified driving rehabilitation specialists Kaufman Test of Educational Achieve- community mobility components of the (CDRS), who instructed the occupational ment (3rd ed.; Kaufman & Kaufman, program. When the group divided into therapy students in assessment adminis- 2014) identified literacy level and was small group activities, Trevor’s small tration. The Comprehensive Trail Making administered by the psychology students. group focused on skill components in Test (Reynolds, 2002), the Symbol Digit The assessment results provided general preparation for the permit test, rein- Modalities Test (Smith, 1973), and the information regarding each participant’s forced by a strengths-based presentation

Biopter Vision Screening Test (Topcon, potential and ability to pursue a driving style of material. Using a strengths- PHOTOGRAPHS COURTESY OF THE AUTHORS

16 JULY 23, 2018 • WWW.AOTA.ORG based focus helped reinforce his abilities autism spectrum disorder. Journal of Autism & Developmental Disorders, 46, 2408–2426. For More Information and learning. As a part of the program, https://doi.org/10.1007/s10803-016-2775-8 strategies for stress relief were presently Centers for Disease Control and Prevention. weekly in a large group format, address- (2018). Autism spectrum disorder (ASD): Data & Autism Fact Sheets, FAQs, Tip Sheets, and more: www. ing Trevor’s anxiety. Trevor stated Statistics. Retrieved from https://www.cdc.gov/ ncbddd/autism/data.html aota.org/autism that he thought the driving program Chee, D. Y.-T., Lee, H. C., Falkmer, M., Barnett, T., www was helpful and provided him with a Falkmer, O., Siljehav, J., & Falkmer, T. (2015). Viewpoints on driving of individuals with and refresher of the material for the test and without autism spectrum disorder. Developmen- AOTA Official Document: the occupation of driving. His favorite tal Neurorehabilitation, 18, 26–36. https://doi. Scope of Occupational part of the driving program was working org/10.3109/17518423.2014.964377 Therapy Services for in smaller groups and completing the Classen, S., Monahan, M., & Wang, Y. (2013). www Individuals With Autism Driving characteristics of teens with attention Spectrum Disorder Across individual activities. The Driver Explora- deficit hyperactivity and autism spectrum tion and Community Mobility Group disorder. American Journal of Occupational the Life Course Therapy, 67, 664–673. http://doi.org/10.5014/ https://doi.org/10.5014/ajot.2015.696S18 provided a functional learning environ- ajot.2013.008821 ment, with the rooms being quieter and Davis, E. S., & Dickerson, A. (2017). OT-DRIVE: OT-DORA: Occupational less chaotic than typical large driver Integrating the IADL of driving and community mobility into routine practice. OT Practice, Therapy Driver Off-Road training programs. After completing the 22(13), 8–14. Assessment Battery group, Trevor reported that he felt more Debbaudt, D. (Producer), & Debbaudt, D. (Direc- By C. Unsworth, J. Pallant, prepared to take the test and was closer tor). (2012). Autism and the decision to drive with K. Russell, & M. Odell, 2011. Jerry Newport [Motion picture]. United States: to being a future driver. At the writing Debbaudt Legacy Productions, LLC. Bethesda, MD: AOTA Press. $99 for mem- of this article, Trevor had passed the Dickerson, A. E., Reistetter, T., & Gaudy, J. R. bers, $140 for nonmembers. Order #1261. permit test and was practicing super- (2013). The perception of meaningfulness and vised driving with his family to complete performance of instrumental activities of daily Online Course: Driving living from the perspectives of the medically Assessment and Training the required supervised hours needed at-risk older adults and their caregivers. Journal Techniques: Addressing the to move to the next step of obtaining a of Applied Gerontology, 32, 749–764. https://doi. org/10.1177/0733464811432455 Needs of Students With driver’s license. Doucet, B. M. (2014). Quantifying function: Cognitive and Social Status critical. American Journal of Occupational Limitations Behind the Wheel Conclusion Therapy, 68, 123–126. https://doi.org/10.5014/ By M. Monahan, 2009. Bethesda, MD: ajot.2014.010991 Driving and community mobility groups Kaufman, A. S., & Kaufman, N. L. (2014). Kaufman American Occupational Therapy Associa- developed for young adults with ASD Test of Educational Achievement, Third Edition tion. Earn 1 AOTA CEU [12.5 NBCOT PDUs, can help prepare individuals for indepen- (KTEA™-3). Upper Saddle River, NJ: Pearson. 10 contact hours]. $159 for members, Monahan, M., & Classen, S. (2013). Best practices $234 for nonmembers. Order #OL4837. dence and social participation. By creat- in driver’s education to enhance participation. ing a flexible program, the driver permit In G. F. Clark & B. E. Chandler (Eds.), Best and community mobility group was able practices for occupational therapy in schools (pp. Online Course: Creating 561–572). Bethesda, MD: AOTA Press. Successful Transitions to to meet the varied needs of individuals Precin, P., Otto, M., Popalzai, K., & Samuel, M. Community Mobility across the autism spectrum. Through (2012). The role for occupational therapists in Independence for Adoles- occupation-based activities, participants community mobility training for people with cents: Addressing the Needs autism spectrum disorders. Occupational Thera- were able to gain and apply knowledge py in Mental Health, 28, 129–146. https://doi.org of Students With Cognitive, Social, and on driving and prepare for their permit /10.1080/0164212X.2012.679533 Behavioral Limitations exams. This program provided occupa- Radloff, J. C., Kaminski, K., & Dickerson, A. (2016). By M. Monahan & K. Patten, 2009. Driving and community mobility skills boot- Bethesda, MD: American Occupational tional therapy and psychology students camp: Skill-building activities for individuals with an in-context, interprofessional with high-functioning autism spectrum disor- Therapy Association. Earn .7 AOTA CEUs experience, while providing individuals der. OT Practice, 21(13), 8–14. [8.75 NBCOT PDUs, 7 contact hours]. $88 for members, $130 for nonmembers. Order with ASD and ID with the benefits of Reynolds, C. R. (2002). (CTMT) Comprehensive Trail-Making Test. Los Angeles: Western Psycho- #OL4833. a broad range of knowledge. It further logical Services. provided students with an opportunity Seltzer, M., Shattuck, P., Abbeduto, L., & Green- berg, J. S. (2004). Trajectory of development to collaborate with working practitioners in adolescents and adults with autism. Mental in occupational therapy and community Retardation & Developmental Disabilities Research Camille McQueen, Rebecca Gerwe, Ashley Wilson, Jen- settings. Reviews, 10, 234–247. https://doi.org/10.1002/ nifer Caudill, Caitlyn Bird, and Lacey Russell are graduate mrdd.20038 students in the Master of Science in Occupational Therapy Smith, A. (1973). (SDMT) Symbol Digit Modali- Degree Program at Eastern Kentucky University, in Richmond. References ties Test. Los Angeles: Western Psychological They are all completing an Interdisciplinary Autism Certificate American Occupational Therapy Association. Services. Program in addition to their occupational therapy degree. They (2014). Occupational therapy practice Topcon. (n.d.). Biopter Vision Screening Test. have additional clinical experiences and research preparation framework: Domain and process (3rd ed.). Retrieved from https://www.topconbc.ca/prod- through the interprofessional community outreach focused American Journal of Occupational Therapy, uct/biopter-vision-screening-test/ on autism. 68(Suppl. 1), S1–S48 https://doi.org/10.5014/ Turcotte, P., Mathew, M., Shea, L. L., Brusilovskiy, ajot.2014.682006 E., & Nonnemacher, S. L. (2016). Service needs Shirley O’Brien, PhD, OTR/L, FAOTA, is a University Founda- Brooks, J., Kellett, J., Seeanner, J., Jenkins, C., across the lifespan for individuals with autism. tion Professor in the Occupational Science and Occupational Buchanan, C., Kinsman, A., … Pierce, S. Journal of Autism and Developmental Disorders, Therapy Department at Eastern Kentucky University. She (2016). Training the motor aspects of pre-driv- 46, 2480–2489. https://doi.org/10.1007/s10803- serves as the research mentor for students in the Interdisci- ing skills of young adults with and without 016-2787-4 plinary Autism Certificate Program.

OT PRACTICE • JULY 23, 2018 17 Tech Talk

On-Road Robots What Will Self-Driving Cars Mean for Occupational Therapy?

Tony Gentry ore than 40,000 people die ning in some locations by 2020. Early this and more than 5 million are year, the Google subsidiary Waymo took the injured in traffic accidents in important step of ordering 20,000 self-driv- the United States each year ing cars for its taxi service. Two years (Bhalla et al., 2011). Every from now, Waymo executives expect their occupationalM therapist I know has treated automated taxis to be making a million trips victims of automobile collisions; many of us per day. Their goal is to make self-driving car have been in car crashes ourselves. In the services practical and cheap enough that we next few years, all this could change—auto- give up car ownership entirely, relying on mobile executives would have us believe—if convenient automated taxis and buses for all self-driving vehicles take over the road. of our road travel (Davies, 2018). Autonomous cars, they say, will operate safely The prospect of such a revolutionary and efficiently. Traffic jams, road rage, and change leads to a number of questions for accidents will disappear. We’ll all become occupational therapy practitioners: Will passengers, sightseeing, napping, or reading a self-driving cars really take over the roads? book as our robot drivers whisk us off to our What will autonomous vehicles mean for destinations (Fagnant & Kockelman, 2015). our clients with disabilities? If eventually How soon will this revolution occur? people no longer need to drive, will the Automated buses already ply a few routes occupational therapy career path of driving in Las Vegas, San Francisco, and some rehabilitation specialist die? How might European and Asian cities. Uber predicts its such a dramatic change in the way we get autonomous car service will be up and run- around affect our everyday occupations? These are questions worth considering, because the era of self-driving cars may be just around the corner.

Sneaky Autonomy—Cars Get Smarter Every Year The speculative fiction writer William Gibson famously said, “the future is already here, it’s just not evenly distributed.” The evolution of intelligent cars neatly demonstrates his dictum. Over the past 20 years, sensor and driving support tools have gradually crept into most of the new cars on the market. Army Captain Angel Rodriguez, who sustained a battlefield brain injury that caused an attention deficit and a visual field cut, relies on automated sensors in his state-of-the-art Mercedes Benz sedan to maintain a safe distance between cars, stay in his driving lane, and alert him to dangers on the road during long commutes from his home in Richmond,

Virginia, to the Pentagon, near Washington, GETTY IMAGES PHOTOGRAPH © METAMORWORKS

18 JULY 23, 2018 • WWW.AOTA.ORG DC. He says his sedan can practically drive itself already, but it doesn’t seem confident in his abilities to do so. The car automat- ically turns on the headlights and wipers when needed, beeps to wake him up if his head lolls, and uses sensors on the instru- ment panel make sure he maintains his grip on the steering wheel. In demonstration, he playfully drops his hands to his lap, and the car’s speaker immediately orders him to grab the wheel again.

OT in a World of Intelligent Vehicles Driving support technologies like those in Captain Rodriguez’s car have gradually seeped down from the luxury automobile market to the rest of us. As readers probably But this leads to another problem. People of work, shopping, recreation, and social know, Ford sedans can parallel park on their are notoriously bad at switching attention activity that self-driving cars might make own, and Chrysler minivans brake when from one task to another quickly. Imagine available to people who cannot drive them- they sense an obstacle while backing up. riding along absorbed in an episode of your selves.” He adds, however, “Driving’s hard, In these ways, cars are getting smarter and favorite TV show when a dashboard alarm computers are still pretty dumb. I won’t hold safer. You might even say they’re teaching us suddenly urges you to take evasive action my breath.” to trust their driving skill. Driving rehabili- now! Breister thinks this problem will add a tation specialist and occupational therapist new responsibility for driving rehabilitation Driving as Fun and Function Mary Breister, OTR, CDRS, of the Wilson specialists: training clients to take the wheel Another issue of concern to occupational Workforce and Rehabilitation Center in in an emergency. Even if that challenge can therapy practitioners, of course, must be the Fishersville, Virginia, takes these technolo- be overcome, she adds that occupational occupation of driving as a purpose-driven gies into account when assessing her clients. therapy practitioners will still have work to IADL and leisure activity. Many people Depending on a driver with disability’s do: “For many of the folks we serve, getting enjoy driving. If the time comes when needs, she may recommend features such from point A to point B is not the only issue. driving is no longer an option, how will we as a rear view camera or voice-activated sec- Rather, it can also be planning their day/des- respond to that change? What will replace ondary controls to make driving safer. One tination/outing, getting in and out of a car, the pleasure that comes from steering a car of the challenges faced by driving rehabili- being able to effectively navigate once they on the open road? These questions may not tation specialists these days, she says, is just get to wherever they are going, being able to be solvable prospectively; but wouldn’t it be keeping up with all of the assistive technolo- figure out what to do if something doesn’t advantageous to think ahead to a day when gies becoming available on new cars. go as planned, and a lot more. So, yes,” she we may all be passengers, free to tap on our Nevertheless, Breister remains under- adds, “I think there will always be a need for laptops or just observe the passing scenery standably skeptical about the near-term OTs when it comes to transportation.” in our travels? When, if the utopian visions prospect of fully autonomous vehicles. of the autonomous car enthusiasts come After all, driving is one of the most complex Self-Driving Cars and People true, the hospital beds now filled by car and potentially dangerous human activities. With Disability crash survivors lie empty? As a March 2018 Economist article explains: Johnny Kelley, a recent client of Breister, has “A fully autonomous car must solve three severe cerebral palsy, yet he learned to drive References separate tasks: perception (figuring out an adapted minivan that features wheel- Autonomous vehicle technology advancing ever faster. (2018, March 1). The Economist. Retrieved what is going on in the world), prediction chair accommodations, travel sensors, and from https://www.economist.com/news/spe- (determining what will happen next), head switch secondary controls (you can cial-report/21737420 and driving policy (taking the appropriate follow his experience of learning to drive on Bhalla, K., Sharaz, S., Abraham, J., Bartels, D., & Yeh, Pon-Hsieu. (2011). Road injuries in 18 countries. action).” With training and practice, human his YouTube channel, at www.youtube.com/ Boston: Harvard School of Public Health. drivers can become highly flexible and user/TheWheeledHubby/videos). Although Davies, A. (2018). The Wired guide to self-driving competent at these skills, even managing Kelley takes pride in this accomplishment cars. Wired, 26(2), 23–27. Fagnant, D., & Kockelman, K. (2015). Preparing a to navigate around road obstacles in heavy and has even taken a second job as an Uber nation for autonomous vehicles; opportunities, traffic in a snowstorm. Robots today are driver, he avoids driving in bad weather or barriers and policy recommendations. Transporta- nowhere near that smart. rush hour traffic, and prefers not to drive at tion Research Part A: Policy and Practice, 77, 167–181. For that reason, even when a car does night. He says he would gladly let an auton- emerge with the cognitive-perceptual skill omous vehicle take his Uber job, if it meant Tony Gentry, PhD, OTR/L, FAOTA, is an Associate Professor and Director of Post-Professional Education and the Assistive to drive itself, it will very likely continue to that he and others with disability could get Technology for Cognition Laboratory in the Department of require a human driver to stand by in case around safely and affordably without undue Occupational Therapy at Virginia Commonwealth University, in there’s a situation that it can’t figure out. hassle. “Just consider,” he says, “the world Richmond.

OT PRACTICE • JULY 23, 2018 19 In the Community

Using ADA to Guide Accessibility Modifications to a Therapeutic Riding Facility

Alexis Kruse quine-assisted activities and outdoor arenas, and on sensory trails. Marly McQuaig are any specific center Research suggests equine-assisted ther- activity (e.g., therapeu- apy is beneficial for various populations, Brooklyn Tucker tic riding, mounted including those with autism spectrum Savanna Winslett “E or ground activities, disorder, cerebral palsy (Alemdaro˘glu et al., grooming and stable management, shows, 2016; Gabriels et al., 2015; Mutoh et al., parades, demonstrations) in which the 2018), and other conditions. center’s clients, participants, volunteers, Most equine-assisted facilities were instructors, and equines are involved” not originally built to accommodate the (Professional Association of Therapeu- populations they serve, but to support the tic Horsemanship International, n.d.). welfare of horses. Equine-assisted riding Equine-assisted activities typically include facilities can use the Americans with Dis- putting a saddle on the horse, riding abilities Act (ADA) Standards for Acces- the horse through obstacles, brushing sible Design to address environmental the horse’s hair, cleaning out the horse’s barriers to participation for the participants hooves, and feeding the horse. These who attend their programs. ADA standards activities take place in barns and indoor were created in 1991, revised in 2010, and are now used to guide new construction and modifications of all public and private facilities that serve the general population (U.S. Department of Justice, 2012).

Case Example: The Red Barn The Red Barn (2015) is a nonprofit agency in Leeds, Alabama, that provides equine-assisted activities to more than 100 children and adults every week. The Red Barn’s equine-assisted programs provide individual riding lessons and ground lessons (i.e., those activities not carried out on horseback), such as equine education, grooming, and saddling a horse. The Red Barn’s programs, along with equine-assisted activities, include riding instructor training; support groups for families; personalized veterans programs for active and inactive military personnel and their families; and day camps with art, music, and outdoor education. The 33-acre facility was purchased in 2012 and consists of three barns, an office, two houses, an indoor and outdoor arena, two sensory trails,

and seven paddocks. Since the program’s PHOTOGRAPHS COURTESY OF ????

22 JULY 23, 2018 • WWW.AOTA.ORG Table 1. The Red Barn Access Audit

Standard Area Does it meet? Comments Possible Solutions

Tack Room

Outside Door Yes At least 32 inches wide. 404.2.3 Width

Outside No Thresholds should be 1/2 inch high Remove thresholds if possible or build 404.2.5 Doorway maximum. accessible ramp with a 1:12 ratio. Thresholds

Inside Door Yes At least 32 inches wide 404.2.3 Width

Inside No Thresholds should be 1/2 inch high Remove thresholds if possible or build 404.2.5 Doorway maximum. accessible ramp with a 1:12 ratio. Thresholds

No Characters and their background should Paint door knobs, switches, and tripping 703.5 Visible have a non-glare finish. Characters should hazards to contrast with backgrounds. 703.7.1 Signage and contrast with their background with either Increase contrast of signage. Paths of Travel light characters on a dark background or dark characters on a light background.

Source for ADA regulations: https://www.access-board.gov/ inception, some changes have been made was compiled of areas to address in the of installing a ramp leading into the main to the facility to increase participation project, including the facility’s office, the office and a concrete pathway from the of program participants, their families, main barn, and a pathway connecting the main office to the barn area, which would and visitors in various activities, but The office to the barn area. Certain aspects of increase accessibility for individuals using Red Barn’s executive director thought the property, such as ramps, bathrooms, wheelchairs, as discussed in the prior more changes still needed to be made to thresholds, and doorways, were measured meeting with the executive director. enhance accessibility. and compared with the ADA Standards The Occupational Therapy Program at for Accessible Design. The Red Barn had Outcomes the University of Alabama at Birmingham already completed some accessibility Once the audit was complete, a meeting (UAB) engages with several community changes in the barn’s bathroom, added a was held with The Red Barn’s executive organizations to address specific pro- ramp in one of the houses, put up signs director, program coordinator, and OT to grammatic needs. As part of coursework in braille in the tack room, made picture discuss key findings, potential solutions, focusing on community service, four stu- modifications for those with visual impair- and associated costs. The staff was excited dents from the occupational therapy pro- ments and low literacy, and installed two to receive the recommendations and eager gram were assigned to The Red Barn. At wheelchair-mounting ramps. The final to implement changes. Simple changes the first meeting, the executive director audit was organized and categorized were quickly addressed, such as building expressed concerns about the property’s by the areas of priority described. Each removable stall thresholds and two thresh- lack of accessibility for individuals with containing a table that included related old ramps within the main barn. These physical disabilities and interest in reduc- 2010 ADA standards, recommendations modifications created wheelchair access ing the environmental barriers. The first for environmental modifications, and esti- to stalls and areas within the barn used for step was to evaluate specific areas of the mated costs of those modifications. While ground lessons, crafts, social games, and facility targeted by the executive director conducting the audit, the students con- visitor rooms. In addition to the changes and then develop a client-centered access sulted with Gavin Jenkins, PhD, OTR/L, completed by staff, a local construction audit, which serves as a baseline assess- ATP, who is an engineer and occupational company reached out to The Red Barn to ment in identifying accessibility barriers therapist (OT), to determine which modi- donate its time and materials for a service to people with disabilities. This audit was fications could be made while maintaining project. The Red Barn used this donation created with reference to the 2010 ADA the structural integrity of the buildings, a as an opportunity to install a ramp to its guidelines (see Table 1). concern expressed by the executive direc- main office and a wheelchair-accessible, As part of the initial evaluation, the tor. Jenkins evaluated the structural integ- concrete pathway to the barn. The Red occupational therapy students observed rity of the buildings and gave clearance Barn hopes to continue evaluating areas of riding lessons and day camps. Based on for the facility to remove existing stall the property and implementing changes their observations, and the concerns thresholds so threshold ramps could be to create an accessible environment for all of the executive director, a checklist installed. Jenkins also approved the plan populations served at their facility.

OT PRACTICE • JULY 23, 2018 23 The authors would like to extend a special thanks to Joy O’Neal and Grace Butler of The Red Barn, and Laura Vogtle, PhD, OTR/L, FAOTA, and Gavin Jenkins, PhD, OTR/L, ATP, of the University of Alabama at Birming- ham Occupational Therapy Department.

References Alemdaro˘glu, E., Yaniko˘glu, I., Öken, Ö., Uçan, H., Ersöz, M., Köseo˘glu, B., & Kapicio˘glu, M. (2016). Horseback riding therapy in addition to conventional rehabilitation program decreases spasticity in children with cerebral palsy: A small sample study. Complementary Therapies in Clinical Practice, 23, 26–29. Gabriels, R. L., Pan, Z., Dechant, B., Agnew, J. A., Brim, N., & Mesibov, G. (2015). Randomized controlled trial of therapeutic horseback riding in children and adolescents with autism spectrum disorder. Journal of the American Academy Conclusion better serve their communities. Just of Child and Adolescent Psychiatry, 54, 541–549. Mutoh, T., Mutoh, T., Tsubone, H., Takada, M., This accessibility project was a valuable as occupational therapy practitioners Doumura, M., Ihara, M. … Ihara, M. (2018). learning opportunity for the UAB occu- can work with individuals to help them Impact of serial gait analysis on long-term pational therapy students and members complete meaningful activities, we can outcome of hippotherapy in children and adolescents with cerebral palsy. Complementary of The Red Barn. The creation of a also work within the community to help Therapies in Clinical Practice, 30, 19–23. client-centered access audit was chal- organizations better serve their clientele Professional Association of Therapeutic Horse- lenging because of the lack of available through environmental adaptations. manship International. (n.d.). EAAT definitions. Retrieved from https://www.pathintl.org/ resources regarding accessibility of barn Occupational therapy practitioners can component/content/article/27-resources/gener- facilities. However, the combination play an important role in facilitating al/193-eaat-definition of knowledge learned from the occu- occupational participation by collabo- The Red Barn. (2015). About us. Retrieved from http://theredbarn.org/ pational therapy curriculum and ADA rating with organizations and programs, U.S. Department of Justice. (2012). 2010 ADA stan- standards made the personalized access such as recreational centers, parks, and dards for accessible design. Retrieved from https:// audit possible. many other places within the commu- www.ada.gov/2010ADAstandards_index.htm Since this audit was created, it has nity, to create accessible environments been shared with other therapeutic for all. Alexis Kruse, Marly McQuaig, Brooklyn Tucker, and riding facilities in hopes of inspiring Savanna Winslett are occupational therapy students at the them to increase their accessibility to University of Alabama at Birmingham.

24 JULY 23, 2018 • WWW.AOTA.ORG 2018 OT Continuing Education

Directory Continuing Education options that fit your lifestyle

This essential resource guide Abilities OT & Irlen Diagnostic Center Adams Brothers Communications Pikesville Plaza Post Office Box 293 features continuing education 600 Reisterstown Road New Market, MD 21774 opportunities in a variety of learning Suite G 877-428-2527 Baltimore, MD 21208 301-694-7418 formats and interests to provide you 410-358-7269 (fax) 301-694-8403 (fax) 443-460-2275 [email protected] with the very best options to reach [email protected] www.icuclass.com your professional development www.aotss.com Gregory Adams, President Shoshana Shamberg, OTR/L, MS, FAOTA, Irlen goals, and to encourage lifelong Diagnostician, President learning in occupational therapy. Academy of Lymphatic Studies Take advantage of these possibilities! 11632 High Street Sebastian, FL 32958 772-589-3355 [email protected] www.acols.com ADED: The Association for Driver AOTA Approved AnnaMarie Van Epps, Executive Director Rehabilitation Specialists Provider Program 200 1st Avenue NW Suite 505 AOTA’s Approved Provider Program Hickory, NC 28601 866-672-9466 (APP) is designed to promote the (fax) 828-855-1672 quality and relevance of continuing Academy of Pediatric Physical Therapy, [email protected] APTA www.aded.net education (CE) activities offered to 1055 N Fairfax St, Suite 205 Elizabeth Green, OTR/L, CDRS, CAE, occupational therapy practitioners. Alexandria, VA 22314 Executive Director 800-765-7848, ext. 7109 ADED: The Association for Driver Rehabilitation Since its beginning in 2001, the [email protected] Specialists is a professional organization promoting program has grown to more than www.pediatricapta.org excellence in the field of driver rehabilitation. ADED’s Cindy Sliwa, Executive Director members work with persons with disabilities and 250 Approved Providers and is The APPT Annual Conference features a full exhibit the aging for driving independence and graceful recognized by 33 state licensure hall, more than 50 educational sessions, poster retirement from driving. ADED is the only organiza- presentations, a practice fair, and more, covering a tion that offers the Certified Driver Rehabilitation boards. OT practitioners look for variety of pediatric therapy topics, from November Specialist (CDRS) credential. the APP logo as a sign of quality 9 to 11, 2018, in Chattanooga, TN. Discounted registration for AOTA members. Other APPT courses and relevance in meeting their on Advanced Clinical Practice and Innovations in professional development needs. SchoolBased Practice.

OT PRACTICE • JULY 23, 2018 23 Allied Health Education 905 Oak Creek Road Raleigh, NC 27615 AdvantageCEUs.com Advanced Brain Technologies 888-459-2272 ext. 505 Post Office Box 721808 5748 S Adams Avenue Parkway [email protected] Oklahoma City, OK 73172 Ogden, UT 84405 www.alliedhealthed.com 405-974-0164 888-228-1798 Cindy Davenport, Vice President 801-622-5676 (fax) 405-470-0602 (fax) 801-627-4505 [email protected] American Bowen Academy [email protected] www.advantageceus.com Post Office Box 1255 www.advancedbrain.com Rebecca Smith, PT, Executive Director Dewey, AZ 86327 Mandy Doman, Chief Operating Officer AdvantageCEUs.com is an online continuing education company specializing in occupational therapy and 866-862-6936 At Advanced Brain Technologies, we believe in [email protected] helping people realize their optimal potential. That’s physical therapy. Our mission is to provide high-quality, convenient, and affordable continuing education. www.americanbowen.academy why we create effective neuroscience-based music Sue Rutter, Director programs to allow anyone to achieve optimal brain Courses include Neuro, Pediatrics, Stroke, Assistive performance for a better life. Key therapy products Technology, Hand Therapy, Orthopedics, and more. and provider training courses include The Listening Affordable, easy-to-navigate website, available 24/7, American Hippotherapy Association Program®, inTime™, and more. instant grading, and instant certificates. 2537 Research Boulevard Suite 203 Allen College Fort Collins, CO 80526 Advanced Reflex Therapy Institute 970-818-1322 1825 Logan Avenue 11059 E Bethany Drive (fax) 877-700-3498 Waterloo, IA 50703 Suite 112 [email protected] 319-226-2522 Aurora, CO 80013 www.americanhippotherpyassociation.org (fax) 319-226-2540 303-639-9448 Seana Pratt, Interim Executive Director [email protected] [email protected] www.advancedreflextherapy.com www.allencollege.edu Dr. Arthur Brown, LMT Dr. Cindy Hahn, Occupational Therapy Program Director

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24 JULY 23, 2018 • WWW.AOTA.ORG American Society on Aging Board of Certification in Professional 575 Market Street Ergonomics (BCPE) Suite 2100 2950 Newmarket Street San Francisco, CA 94105 Suite 101, PMB 244 800-537-9728 Bellingham, WA 98226 415-974-9600 888-856-4685 (fax) 415-974-0300 [email protected] [email protected] www.bcpe.org CIAO Seminars www.asaging.org Kris Rightmire, Executive Director 77 Bay Bridge Drive Rachel Davidman, Education Program Manager Gulf Breeze, FL 32561 888-909-2426 850-916-8886 (fax) 850-916-8885 [email protected] www.ciaoseminars.com Cabarrus College of Health Sciences Cory Tompkins, Director of Growth and Operations AOTA Continuing Education 401 Medical Park Drive Through our commitment to taking care of fellow 4720 Montgomery Lane Concord, NC 28025 therapists, CIAO provides local, affordable, quality Bethesda, MD 20814 704-403-1613 continuing education courses that enhance thera- 800-SAY-AOTA (members) (fax) 704-403-2077 pists’ marketability and skills, ultimately benefiting 301-652-6611 [email protected] clients. CIAO’s courses provide a network that facili- (fax) 301-652-7711 www.cabarruscollege.edu tates support—personally, clinically, and profession- [email protected] Melanie Gass, Coordinator, Recruitment & Admissions ally. All this with Southern hospitality! Get unlimited www.aota.org/learn Cabarrus College’s OT master’s degree program is online CEUs for $125 with Club CIAO! AOTA Continuing Education (CE) offers high-quality, designed for practicing OTAs seeking to become relevant CE specifically designed for occupational OTs. Two tracks are offered: The MOT track for therapy practitioners. Timely and important clini- Clarkson University experienced OTAs with a prior bachelor’s degree cal issues are addressed by occupational therapy 8 Clarkson Avenue (hybrid—every third weekend) and the combined experts in a variety of convenient formats. Low-cost Potsdam, NY 13699 BSIHS/MOT track for experienced OTAs with an CE opportunities include self-paced online courses, 315-268-4412 associate degree only (first year online, then hybrid). American Journal of Occupational Therapy articles, (fax) 315-268-7743 AOTA Press book chapters, webcasts, and a new CE [email protected] article each month. We have several free offerings www.clarkson.edu/graduate/occupational-therapy for members, including webcasts from the AOTA Lisa Tebo, Director of Assistive Technology/Clinical 2018 Annual Conference & Expo, in Salt Lake City, Assistant Professor and other events. Learn more about the wide variety of topics available at www.aota.org/ce. Center for Innovative OT Solutions Inc. Post Office Box 271928 Aquatic Therapy & Rehab Institute Fort Collins, CO 80527 6602 Chestnut Circle 970-416-8612 Clinical Specialty Education Naples, FL 34109 (fax) 970-631-8222 12826 Nevada City Highway 866-462-2874 [email protected] Nevada City, CA 95959 (fax) 561-828-8150 www.innovativeotsolutions.com 612-730-7776 [email protected] Diana Majors, Business & Course Manager [email protected] www.atri.org CIOTS develops standardized assessments used to www.clinicalspecialtyeducation.com Angie Fischer, Senior Director of Communications evaluate the quality of observed occupational perfor- Patricia Roholt, Owner/Educator mances (AMPS, ESI, School AMPS). Partner tools Specializing in LIVE continuing education in the measure the discrepancy between AMPS or ESI specialty of hand therapy. Patricia Roholt PT, CHT, results and a person’s perspective. We offer training has more than 20 years of education experience for our tools, including OTIPM, a professional rea- and 30-plus years as a hand therapist. Four different soning model, and our NEW ONLINE AMPS hand therapy seminars, from introductory level to Bay Path University CERTIFICATION COURSE! advanced classes. For more information, contact 588 Longmeadow Street [email protected]. Register online at www. Longmeadow, MA 01106 clinicalspecialtyeducation.com. 800-782-7284 Chatham University 413-565-1332 1 Woodland Road [email protected] Pittsburgh, PA 15232 Clinician’s View www.baypath.edu 412-365-1394 Post Office Box 458 Maggie Pereiras, Associate Director [email protected] Fairacres, NM 88033 of Graduate Admissions www.chatham.edu/otd 575-526-0012 Bay Path University’s occupational therapy pro- MJ Wrobleski, Assistant Director of Graduate (fax) 575-526-0014 grams have been training students to become highly Admission [email protected] competent and qualified practitioners for more than www.clinicians-view.com 20 years. Bay Path offers an ACOTE-accredited Mas- W. Michael Magrum, MS, OTR, Vice President/CE ter of Occupational Therapy, an OTA/PTA to MOT Administrator Bridge program, and our newest addition, a 100% online Doctorate of Occupational Therapy.

OT PRACTICE • JULY 23, 2018 25 Columbia St. Mary’s Hospital Education Resources, Inc. 2301 N Lake Drive 266 Main Street Milwaukee, WI 53211 Suite 12 414-585-1066 Medfield, MA 02052 (fax) 414-585-1077 800-487-6530 Dementia Care Specialists [email protected] 508-359-6533 10850 W Park Place Mary C., Jones, OTR, Occupational Therapist (fax) 508-359-2959 Suite 600 [email protected] Milwaukee, WI 53224 www.educationresourcesinc.com Columbia University 877-816-4524 Barbara Goldfarb, Vice President Programs in Occupational Therapy 615-330-3875 710 West 168th Street (fax) 414-979-7098 8th Floor [email protected] Engage-IL New York, NY 10032 www.crisisprevention.com College of Nursing, UIC 212-305-5267 Sharon Grace, Director of Business Development 845 S Damen Avenue (fax) 212-305-4569 Dementia Care Specialists (DCS) helps organizations Chicago, IL 60612 [email protected] deliver person-centered, stage-specific memory 312-996-7907 www.columbiaot.org care. Our Dementia Capable Care program teaches [email protected] Glen Gillen, Associate Professor highly specialized skills to improve quality of life for www.EngageIL.com those with Alzheimer’s/Related Dementia. Take the Concordia University Wisconsin One-Day Foundation Course and complete a free Envision University 12800 N Lake Shore Drive exam to earn a mark of distinction, Dementia Care 610 N Main Street Mequon, WI 53097 Specialist Certification. Wichita, KS 67203 262-243-5700 316-440-1515 (fax) 316-440-1540 [email protected] Drake University www.cuw.edu [email protected] 3003 Forest Avenue www.envisionuniversity.org Meghan Beverung, MA, Assistant Director of Graduate Des Moines, IA 50311 Michael Epp, Manager, Professional Education Admission 800-443-7253 515-271-2011 Country Technology, Inc. (fax) 515-271-2300 Erhardt Developmental Products Post Office Box 87 www.drake.edu/cphs/ 2379 Snowshoe Court E 639 Mulberry Street Yolanda Griffiths, Program Director Maplewood, MN 55119 Gay Mills, WI 54631 651-730-9004 [email protected] 608-735-4718 Eastern Kentucky University (fax) 608-735-4859 www.ErhardtProducts.com 521 Lancaster Avenue [email protected] Rhonda P. Erhardt, MS, OTR/L, FAOTA Dizney 103 www.fitnessmart.com Richmond, KY 40475 Susan Peterson, President 859-622-3300 (fax) 859-622-1601 Crowder College [email protected] 600 Ellis Street www.ot.eku.edu Webb City, MO 64870 Colleen Schneck, Department Chair 417-673-2437 (fax) 417-673-2300 [email protected] Florida Gulf Coast University www.crowder.edu 10501 FGCU Boulevard S Thomas Green, Director—Occupational Therapy Fort Myers, FL 33965 Assistant Program 239-590-7550 (fax) 239-590-7460 EBS Healthcare [email protected] 200 Skiles Boulevard www2.fgcu.edu/mariebcollege/RS/OTMS/index.asp West Chester, PA 19382 Lynn Jaffe, Program Director 800-578-7906 [email protected] FGCU offers two comprehensive online courses www.ebshealthcare.com designed to enhance understanding of U.S. OT credentialing, regulations, and supervision (5 contact Kelsie Blackburn, Project Manager hours) and U.S. documentation and reimbursement EBS is the global leader in occupational therapy (8 contact hours). Both courses are intended to pre- programs. As a member of our team, you will pare international therapists for successful comple- gain access to the most comprehensive support, tion of related ACOTE requirements. training, and mentorship programs available to transform your career into a rewarding experience. Our unmatched expertise in the field makes us stand Florida International University above the rest! 11200 SW 8th Street AHC3-442A Miami, FL 33129 305-348-6068 (fax) 305-348-1240 [email protected] www.cnhs.fiu.edu/ot/ Lynne Richard, PhD, OT/L, Chair

26 JULY 23, 2018 • WWW.AOTA.ORG Future Horizons, Inc. HandLab 721 W Abram Street 2609 Atlantic Avenue Arlington, TX 76013 Suite 213 800-489-0727 Raleigh, NC 27604 817-277-0727 888-235-8221 Healthé Habits for Living (fax) 817-277-2270 (fax) 888-762-6422 101 La Rue France [email protected] [email protected] Suite 304 www.fhautism.com www.handlab.com Lafayette, LA 70508 Sherri Barker, CEU Administrator Sherry Knecht, Marketing Director 337-261-9188 337-261-9523 [email protected] www.healthehabitsforliving.com Jill Hurley, OTR/L, CHT Weight Loss: The Next Therapy Frontier (15 live hours). It’s time for therapists to join the weight loss revolution. Learn skills to treat your clients for weight loss/inflammation/chronic diseases using a Gannon University Harmony Healthcare International (HHI) 109 University Square structured, reimbursable, evidence-based treatment 430 Boston Street Erie, PA 16541 system. Extensive tool kit of assessments and inter- Topsfield, MA 01983 800-GANNON-U ventions provided. Be part of the solution. 800-530-4413 814-871-7474 978-887-8919 (fax) 814-871-5827 (fax) 978-887-8916 IAHE - International Alliance of Healthcare [email protected] [email protected] Educators www.gannon.edu www.harmony-healthcare.com 11211 Prosperity Farms Road Colleen Hordych, Assistant Director of Graduate Mary Moser, Director of Marketing Suite D325 Admissions Harmony Healthcare International (HHI) is a health Palm Beach Gardens, FL 33410 Gannon is a Catholic, Diocesan university dedicated care consulting firm focused on assisting the long- 800-311-9204 to excellence in teaching, scholarship, and service. term-care industry with our C.A.R.E. (Compliance, 561-622-4334 Our faculty and staff prepare students to be global Audit/Analysis, Reimbursement/Regulatory, Educa- [email protected] citizens through programs grounded in the liberal tion/Efficiency) line of products. www.iahe.com arts and sciences and professional specializations. Michele Metzger, Director Educational Services Inspired by the Catholic intellectual tradition, we offer a comprehensive, values-centered learning Healing of Magic experience that emphasizes faith, leadership, inclu- Post Office Box 10396 Idaho Occupational Therapy Association siveness, and social responsibility. Lynchburg, VA 24506 (IOTA) 434-384-4740 Post Office Box 7335 [email protected] Boise, ID 83707 Grand Valley State University www.magictherapy.com 208-906-8406 (voice mail only) 301 Michigan Street NE [email protected] Kevin Spencer, Director Suite 204 RFH www.id-ota.org Grand Rapids, MI 49503 Kim Hendrickson, IOTA Continuing Education Chair 616-331-5500 Health.edu - TTUHSC (fax) 616-331-5550 3601 4th Street [email protected] Lubbock, TX 79430 Infant Massage USA Post Office Box 7745 www.gvsu.edu/ot 800-424-4888 Nashua, NH 03060 Diana Comstock, Academic Department Coordinator 806-743-1555 (fax) 806-743-2233 978-225-0093 [email protected] [email protected] Graston Technique, LLC healthedu.ttuhsc.edu infantmassageusa.org 8945 N Meridian Street Leticia Garcia, Manager, Chariss Tatman, Administrative Director Suite 150 Marketing & Business Development Indianapolis, IN 46260 888-926-2727 Innovative Educational Services 12075 NW 78th Place 317-926-2996 Parkland, FL 33076 [email protected] 954-663-4101 www.grastontechnique.com [email protected] Anne Hardwick, Director of Training www.cheapceus.com Michael Niss, DPT, President Great Seminars and Books 2639 Revere Drive Akron, OH 44333 Institute for Natural Resources (INR) Post Office Box 5757 877-794-7328 Concord, CA 94524 (fax) 330-865-6941 800-937-6878 [email protected] 925-609-2820 ext. 2 www.greatseminarsandbooks.com (fax) 925-363-7798 Neila Waugh, Executive Director [email protected] www.inrseminars.com Deborah Cheung, Accreditation Manager

OT PRACTICE • JULY 23, 2018 27 Advance Your Occupational Therapy Career! Interactive Metronome, Inc. Klose Training 13798 NW 4th Street 307 S Public Road Suite 300 Lafayette, CO 80026 Sunrise, FL 33325 303-245-0333 877-994-6776 (fax) 303-245-0334 954-385-4660 [email protected] (fax) 954-385-4674 www.klosetraining.com www.ILWTI.com [email protected] Proud AOTA Approved Provider of Lisa Konruff, Director of Operations www.interactivemetronome.com Continuing Education Klose Training offers the highest-quality lymph- Jaclyn Pasalodos edema therapy certification course available. We CERTIFICATION COURSES: Interactive Metronome® (IM) is the only training have the most experienced instructors, the most program that improves timing in the brain, and engaging online course component, and the most Certified Lymphedema & deficient Neurotiming®, in an organized, systematic, post-grad resources. We also offer an invaluable flexible, and engaging format. IM is a patented and BrCA Rehabilitation course and many online CE Wound Therapist unique training tool that challenges thinking and (Online + 6 or 9 Days, up to 15.3 CEUs) courses. View our introductory videos at klosetrain- movement simultaneously, providing realtime, mil- ing.com/klose-videos. • Master Edema Management lisecond feedback to help synchronize the body’s • Earn Your “Certified Lymphedema internal clock. Therapist” Specialization Liddle Kidz Foundation • Perform Advanced Wound Care Post Office Box 872664 & Debridement Vancouver, WA 98687 • Improve Patient Care and Get 818-209-1918 (fax) 818-975-5439 Results Faster [email protected] Certified Wound Therapist www.liddlekidz.com (Online + 2 Days, 4.85 CEUs) International Lymphedema & Wound Care Tina Allen, Director Training Institute • Convert Your CLT to CLWT - Post Office Box 15 Lighthouse Guild “Certified Lymphedema & Senoia, GA 30276 250 West 64th Street Wound Therapist” 404-543-7766 New York, NY 10023 • Perform Advanced Wound Care [email protected] 800-539-4845 & Debridement www.ilwti.com [email protected] • Heal Chronic Wounds! Jen Regan, Director of Operations and Logistics www.lighthouseguild.org/ce • Treat MASD The International Lymphedema & Wound Training Annemarie O’Hearn, Vice President • Master Multi-factorial Edema Institute is your go-to CEU Provider of accredited Education and Training Management Certified Lymphedema & Wound Therapist courses. • Modify Treatments for Co- No other provider offers the depth of medical Loma Linda University Health Morbidities, such as PAD, DM, CHF application and variety of hands-on workshops. School of Allied Health Professions Oncology & Lymphedema Developed by licensed therapists for therapists, Department of Occupational Therapy ILWTI integrates edema, lymphedema, and wound A901 Nichol Hall Management Certification management into skilled rehabilitation. Loma Linda, CA 92354 (4 Days, 3.5 CEUs) 909-558-1000 (fax) 909-558-0239 SPECIAL AOTA OFFER! [email protected] For a Limited Time Only alliedhealth.llu.edu/academics/occupational- $200 OFF above courses, Kinesio University therapy/doctorate-otd 4001 Masthead Street Madge Oh, Administrative Assistant using coupon code: Albuquerque, NM 87109 2018AOTA200OFF 888-320-8273 *Coupon Expires 12/31/2018 (fax) 505-856-2983 [email protected] www.kinesiotaping.com Paula Callahan, Seminar Sales and Marketing Manager “The assignment of AOTA CEUs Kinesio University programs educate the worldwide does not imply endorsement of specific community regarding Dr. Kenzo Kaze’s Kinesio course content, products, or clinical Taping® practices, techniques, and treatment. We procedures by AOTA.” provide education for medical and allied health professionals to address musculosketal, neurological, and lymphedema disorders as well as pain control using Kinesio Taping. With Kinesio University, thera-

CED-8472 pists learn to Tape the World for Health.

28 JULY 23, 2018 • WWW.AOTA.ORG MED2000 Monarch Continuing Education Post Office Box 600173 Post Office Box 1411 Dallas, TX 75360 Christiansburg, VA 24068 800-577-5703 540-357-2084 (fax) 214-666-3937 (fax) 540-301-0750 LSVT Global [email protected] [email protected] 3323 N Campbell Avenue www.med2000.com www.monarchce.com Suite 5 Ginger Schirmer, PhD, Continuing Education Director Carmen Recupero, Owner/Director Tucson, AZ 85719 888-438-5788 Motivations, Inc. 520-445-4398 249 Venice Way (fax) 520-867-8839 Suite 3303 [email protected] MedBridge Myrtle Beach, SC 29577 www.lsvtglobal.com 1633 Westlake Avenue N 800-791-0262 Jenifer Richardson, Executive Assistant – Suite 200 [email protected] Events Coordinator Seattle, WA 98109 www.motivationsceu.com LSVT Global trains occupational, physical, and 206-216-5003 Scott Boston, Customer Service speech therapists in the evidence-based treatments [email protected] LSVT BIG® and LSVT LOUD® to restore func- www.medbridgeeducation.com tion, movement and communication in people with MedBridge is your all-in-one solution for AOTA- Parkinson’s disease. LSVT Global has trained more approved continuing education, patient and fam- than 25,000 therapists from 73 countries and offers ily education, and home participation programs. educational webinars, seminars, and exercise sup- Advance your knowledge, deliver exceptional care, Myomo, Inc. port tools to patients globally. and get your patients back to doing what they One Broadway love—all through one annual subscription. 14th Floor Cambridge, MA 02142 Marquette University 877-736-9666 Pelvic Floor Courses 617-315-9611 Post Office Box 1881 (fax) 617-886-0333 Milwaukee, WI 53201 [email protected] 414-288-3097 MedRehabWeb www.myomo.com (fax) 414-288-5987 12068 Lakeside Place NE Alexandra Fusco, Marketing Associate [email protected] Seattle, WA 98125 Myomo® develops MyoPro®, a powered upper www.marquette.edu/chs/continuing_ed.shtml 888-365-1760 limb orthosis designed to restore function to the Diane Slaughter, Program Coordinator 206-365-7463 weakened or paralyzed arms of patients suffering (fax) 206-368-2984 from stroke, brachial plexus injury, or other neuro- Massachusetts Association for [email protected] muscular disease or injury. Sensing EMG signals Occupational Therapy www.medrehabweb.com through non-invasive sensors on the arm, it can 57 Madison Road Debbie Howard, MOTR/L, CHT, Co-Owner restore the ability to perform activities of daily living. Waltham, MA 02453 www.MedRehabWeb.com is a continuing education 781-647-5556 resource site for therapists. Visit our site when plan- National Mobility Equipment Dealers [email protected] ning for online learning, webinars, or live confer- www.maot.org Association ences and workshops. CE providers love how fast 3327 W Bearss Avenue Donna Caira, Administrative Manager and economical it is to post and advertise upcoming Tampa, FL 33618 courses. Visit MedRehabWeb when planning for 800-833-0427 your next course! 813-264-2697 (fax) 813-962-8970 Milestone Continuing Education [email protected] www.nmeda.com/ceu Matheson Education and Training Solutions 921 E Dupont Road Peter Lucas, Chief Learning Officer 166 S River Road Suite 812 Suite 240 Fort Wayne, IN 46825 Bedford, NH 03110 800-709-8820 Neuro-Developmental Treatment 800-443-7690 260-602-8725 Association 603-358-6525 (fax) 800-886-1311 1540 S Coast Highway (fax) 603-358-0116 [email protected] Suite 204 [email protected] www.milestonece.com Laguna Beach, CA 92651 www.roymatheson.com Kellene Pepple, Continuing Education Coordinator 800-869-9295 Karen Gauthier, Sales and Event Manager (fax) 949-376-3456 Learn from the Leaders with Matheson. Visit www. Mobility Research, Inc. [email protected] roymatheson.com and view our Training Tracks to Post Office Box 3141 www.ndta.org develop your skills in various clinical areas. Training Tempe, AZ 85280 Bradley J. Lund, Executive Director Track courses include Ergonomics/Injury Preven- 800-332-9255 tion, FCE/Cognitive FCE courses, Work Rehabilita- 480-829-1727 tion, Certification Courses, and Specialty/Advanced (fax) 480-829-0737 training. New exciting courses have been added in [email protected] 2018. www.litegait.com Shanna Martinez, Education Director

OT PRACTICE • JULY 23, 2018 29 Neuro-Optometric Rehabilitation Nova Southeastern University Association, International (NORA) Department of Occupational Therapy 10 Appomattox Drive 3200 South University Drive Manalapan, NJ 07726 Terry Building 949-250-0176 Davie, FL 33328 OnCourse Learning [email protected] 800-356-0026 20225 Water Tower Boulevard www.noravisionrehab.com 954-262-1223 Suite 400 Gary Esterow, Executive Director (fax) 954-262-2290 Brookfield, WI 53045 [email protected] 800-866-0919 www.healthsciences.nova.edu/ot/ New England Institute of Technology (fax) 847-490-0469 Rick Davenport, PhD, Program Director One New England Tech Boulevard [email protected] East Greenwich, RI 02818 www.continuingeducation.com/occupational- 800-736-7744 NYU Steinhardt therapy 401-467-7744 Department of Occupational Therapy Dorothy W. Angelini, MSN, RN, Executive Director, [email protected] Pless Hall, 82 Washington Square E CE Accreditations www.neit.edu 6th Floor With 400,000 users and more than 4 million annual Dr. Carol A. Doehler, OTD, OTR/L, FAOTA, New York, NY 10003 course hours delivered, OnCourse Learning is the Professor and Department Chair 212-998-5825 nation’s premier health care educator. For 30 years, (fax) 212-995-4044 health care practitioners have trusted our brands [email protected] Northeast Hospital System as the No. 1 resource for continuing education and www.steinhardt.nyu.edu/ot/ professional development. OnCourse Learning’s Addison Gilbert Hospital Kristie Patten Koenig, Associate Professor and brands include TodayinOT.com, ContinuingEduca- 298 Washington Street Department Chair tion.com, CE Direct, and Nurse.com. Gloucester, MA 01930 978-381-7141 (fax) 978-281-4893 OnlineCE.com [email protected] Post Office Box 428 Deborah Couture, Coordinator of Clinical Education Wallingford, CT 06492 413-834-7149 [email protected] www.OnlineCE.com Joanne Brown, CEU Adminstrator

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30 JULY 23, 2018 • WWW.AOTA.ORG OTcourses.com Professional Therapies NW 6081 Cliff Lane 12068 Lakeside Place NE Temple, TX 76502 Seattle, WA 98125 866-257-1074 888-365-1760 Quinnipiac University Online (fax) 801-720-8320 206-365-7463 275 Mount Carmel Avenue [email protected] (fax) 206-368-2984 Hamden, CT 06518 www.OTcourses.com [email protected] 877-403-4277 Kari Foote, Customer Service Advocate www.professionaltherapiesnw.com (fax) 203-582-3352 Nancy Skaale, OTR/L, CHT, Co-Owner [email protected] Pathways.org online.qu.edu 355 E Erie Street Progressive Therapy Education, Inc. David Sotolotto, Associate Director of Marketing Chicago, IL 60611 8100 Forest Park Drive for Online Programs 800-055-2445 Suite 201 Looking to stand out as an agent of change in 847-729-6220 Parkville, MO 64152 occupational therapy? Quinnipiac University’s Post- (fax) 888-795-5884 816-529-0363 Professional Occupational Therapy Doctorate and [email protected] (fax) 866-477-1092 Certificate of Advanced Graduate Studies in Occupa- www.pathways.org [email protected] tional Therapy are designed to deliver the practical www.progressivetherapyedu.com skills needed to further your career in a flexible Perkins School for the Blind Andrea Perrea, President online format. Visit our website to learn more! 175 N Beacon Street Watertown, MA 02472 Pyramid Educational Consultants, Inc. R. Cassidy Seminars 617-972-7344 350 Churchmans Road Post Office Box 14473 [email protected] Suite B Santa Rosa, CA 95402 www.perkinselearning.org New Castle, DE 19720 866-992-9399 Mary Zatta, Director of Professional Development 888-732-7462 (fax) 707-566-7474 302-368-2515 [email protected] PESI, Inc. (fax) 302-368-2516 www.ceueducation.com Post Office Box 1000 [email protected] Karen Newell, Office Manager Eau Claire, WI 54702 www.pecsusa.com David Battista, Director of Operations 800-844-8260 Rehab Education, LLC (fax) 800-554-9775 Post Office Box 267 [email protected] Tallman, NY 10982 www.pesi.com 845-368-2458 Customer Service (fax) 845-368-2458 [email protected] Physical Agent Modalities Practitioner www.rehabed.com Credentialing Agency, LLC Quantum Rehab Selena Schreiber, OT, Owner/Administrator PAMPCA, LLC a Division of Pride Mobility Products 4010 Ivy Drive 401 York Avenue Duryea, PA 18642 Rehab Seminars Nashville, TN 37216 500 Goss Road 866-800-2002 615-414-8473 Port Townsend, WA 98368 570-655-5574 [email protected] 360-379-6994 [email protected] www.pampca.org (fax) 360-379-5271 www.quantumrehab.com Dr. Scott McPhee, DrPH, OT/L, FAOTA, [email protected] Julie Piriano, Vice President, Clinical Education/Rehab Executive Director www.rehabseminars.org Industry Affairs & Compliance Officer Vicki Dohrmann, MA, CCC-SLP, CE Administrator/ ® Quantum Rehab is a premier global innovator of Planning Committee Chair Prentke Romich Company consumer-inspired complex rehab products, includ- 1022 Heyl Road ing the Edge 3, 4Front®, Quantum Series power Wooster, OH 44691 bases, iLevel® seat elevation technology, TRU- 800-262-1984 Balance® 3 Power Positioning Systems, Q-Logic 3 330-262-1984 Advanced Drive Control System, and Stealth Prod- (fax) 330-263-4829 ucts® positioning components. Please visit www. [email protected] QuantumRehab.com. www.prentrom.com Consultant Network Support Coordinator

Professional Development Resources, Inc. Post Office Box 550659 Jacksonville, FL 32255 800-979-9899 [email protected] www.pdresources.org Gina Gunderson, Director of Operations

OT PRACTICE • JULY 23, 2018 31 Shirley Ryan AbilityLab (formally RIC) 335 E Erie Street Chicago, IL 60611 312-238-2861 (fax) 312-238-2635 Relias Academy [email protected] 111 Corning Road www.sralab.org/academy Suite 250 Susan Spoeri, MS, OTR/L, Education Program Cary, NC 27518 Manager-OT The Back School 844-735-2223 1962 Northside Drive NW 984-465-2590 Atlanta, GA 30318 [email protected] STAR Institute for Sensory Processing 800-783-7536 www.reliasacademy.com Disorder 404-355-7756 Emily Christian, Marketing Manager 5420 S Quebec Street (fax) 404-355-3907 Suite 103 [email protected] A comprehensive continuing education solution for Greenwood Village, CO 80111 www.thebackschool.net individual professionals and small organizations, 303-221-7827 Relias Academy strives to help clients achieve the Michael Dubin, Director of Operations (fax) 303-322-5550 highest-quality practice and accreditation standards. The Back School is dedicated to enhancing human [email protected] With more than 1,500 on-demand courses, Relias function in the workplace. Our approved CE profes- www.spdstar.org Academy serves the acute care, senior care, health sional development workshops and online courses Caraly Walker, Education Program Manager and human services, and intellectual and develop- in Ergonomics and Industrial Rehab help you help mental disabilities industries. your clients reduce risks, reduce injuries, improve Stockton University performance, and improve morale. Offer new ser- 101 Vera King Farris Drive vices, generate additional revenue, and improve Richter Active Integration Resources Galloway, NJ 08205 patient/worker outcomes using our methods and 1137 McKusick Road Lane N 609-652-4501 protocols. Stillwater, MN 55082 (fax) 609-652-4858 651-705-6799 www.stockton.edu 612-867-9840 The Center for AAC and Autism (fax) 651-439-7112 1022 Heyl Road [email protected] Strong Institute Wooster, OH 44691 www.rairsymposium.com 7 Avenida Vista Grande 866-998-1726 Eileen Richter, MPH, OTR/L, FAOTA, Director Suite B7 #517 (fax) 330-263-4829 Santa Fe, NM 87508 [email protected] 800-659-6644 www.aacandautism.com Saint Louis University (fax) 505-466-6144 Cindy Halloran, OTR/L, Director 3437 Caroline Street [email protected] AHP, Room 2020 www.stronginstitute.com Saint Louis, MO 63104 Beth Kaplan Strong, Vice President The George Washington University 314-977-8514 2100 Pennsylvania Avenue, NW (fax) 314-977-5414 Suite 300 [email protected] Summit Professional Education Washington, DC 20037 www.slu.edu Post Office Box 908 571-553-0329 Debra Rybski, Program Director Franklin, TN 37065 [email protected] 800-433-9570 go.gwu.edu/ot (fax) 615-376-8233 Salus University [email protected] The Spiral Foundation Occupational Therapy Post Professional www.summit-education.com OTD/Specialty Track Certificates 74 Bridge Street Suite 200 8360 Old York Road Tai Chi Health Newton, MA 02458 Elkins Park, PA 19027 Post Office Box 756 617-969-4410 ext. 231 215-780-1400 Taos, NM 87571 (fax) 617-969-4412 [email protected] 575-776-3470 [email protected] www.salus.edu/Colleges/Education-Rehabilita- [email protected] www.thespiralfoundation.org tion/Department-of-Occupational-Therapy/ www.taichihealth.com/wp/ Rachael Benson, Executive Director Post-professional-Doctorate-in-Occupational- Tricia Yu, Owner Therap.aspx Dr. Caitlyn Foy, Program Director Therapeutic Resources TalkTools 3636 33rd Street 2681 Spruill Avenue Suite 500 Sensory-Enhanced Yoga Institute Suite A Long Island City, NY 11106 29 Larason Farm Road Charleston, SC 29405 212-529-9780 Sharon, MA 02067 888-529-2879 [email protected] 339-225-0084 (fax) 843-206-0590 www.therapeuticresource.com [email protected] [email protected] Angelina Conti, Events and Marketing Director www.sensoryenhancedyoga.org www.talktools.com Lynn Stoller, President Linda Dodson, Director of Continuing Education

32 JULY 23, 2018 • WWW.AOTA.ORG Towson University Department of Occupational Therapy and Occupational Science 8000 York Road Towson, MD 21252 410-704-2653 University of Texas Medical Branch (fax) 410-704-2322 Department of Occupational Therapy [email protected] 301 University Boulevard Galveston, TX 77555 www.towson.edu/ot University of Minnesota Briana Rostkowski, Admissions Counselor 409-772-3062 Program in Occupational Therapy (fax) 409-747-1615 MMC 368 [email protected] Treatment 2 Go 420 Delaware Street SE shp.utmb.edu/OccupationalTherapy/ dba Exploring Hand Therapy Minneapolis, MN 55455 OTDProspectiveStudents/default.asp 1184 79th Steet S 877-334-2659 Sharon McEachern, Associate Professor and Chair St. Petersburg, FL 33707 (fax) 612-626-8127 The University of Texas Medical Branch at Galveston 727-341-1674 [email protected] offers an online post-professional Occupational (fax) 888-270-4079 www.z.umn.edu/ot Therapy Doctorate (OTD) degree. The program [email protected] Linda Maleitzke, Continuing Education Coordinator is designed for practicing therapists who want to www.handtherapy.com The University of Minnesota Program in Occupa- develop research, leadership, and management Susan Weiss, Chief Executive Officer tional Therapy is a nationally recognized leader skills, in preparation for administrative roles and/ in hybrid and online OT education. As an AOTA or faculty positions in entry-level educational pro- University of Alabama at Birmingham Approved Provider of continuing education, we offer grams. 355 School of Health Professions Building high-quality, evidence-based courses in a variety 1720 2nd Avenue S of topics and formats designed for busy OT practi- Birmingham, AL 35294 tioners. University of Texas Medical Branch (UTMB) 205-934-3568 Department of Rehabilitation Services (fax) 205-975-7787 301 University Boulevard University of Pittsburgh Galveston, TX 77555 [email protected] Department of Occupational Therapy www.uab.edu/shp/ot/ 409-772-1833 5012 Forbes Tower (fax) 409-772-8881 Pittsburgh, PA 15260 [email protected] University of Florida 412-383-6620 www.utmb.edu/rehab/ Occupational Therapy Department (fax) 412-383-6613 Starr Stanich, Program Manager 1225 Center Drive [email protected] Gainesville, FL 32611 www.shrs.pitt.edu/OT/ 352-273-6817 Elizabeth Skidmore, PhD, OTR/L, FAOTA, FACRM, University of Utah (fax) 352-273-6042 Professor and Chair Department of Occupational & Recreational Thera- [email protected] pies 520 Wakara Way www.ot.phhp.ufl.edu/continuing-education/ University of South Dakota ceu-online/ Salt Lake City, UT 84105 414 East Clark Street Emily Pugh, Program Director 801-585-9135 Vermillion, SD 57069 (fax) 801-585-1001 877-269-6837 [email protected] University of Illinois at Chicago 605-658-5999 www.health.utah.edu/occupational-recreational- Department of Occupational Therapy (fax) 605-658-5637 therapies 1919 W Taylor Street [email protected] Kelly Brown, Academic Program Manager MC 811 www.usd.edu/ot Chicago, IL 60616 Barb Brockevelt, Program Chair and Professor 312-996-3051 University of Washington (fax) 312-413-0256 1959 NE Pacific Street University of St. Augustine for Health Box 356490 [email protected] Sciences ahs.uic.edu/occupational-therapy/ Seattle, WA 98195 1 University Boulevard 206-598-5764 St. Augustine, FL 32086 [email protected] 800-241-1027 ext. 1400 rehab.washington.edu/education/degree/ot/ 904-826-0084 ext. 1400 Charu Gupta, Academic Counselor (fax) 904-826-0085 [email protected] cpe.usa.edu Ouida Howell, Assistant Director, Continuing Education

OT PRACTICE • JULY 23, 2018 33 Western Schools 400 Manley Street USC Chan Division of Occupational Science West Bridgewater, MA 02379 and Occupational Therapy 800-953-8731 1540 Alcazar Street CHP 133 508-638-7065 Los Angeles, CA 90089 (fax) 508-894-0179 866-385-4250 [email protected] 323-442-2850 www.westernschools.com (fax) 323-442-1540 Sharon Peterson, Accreditations Manager [email protected] Western Schools, AOTA Approved Provider (#4403), chan.usc.edu/academics/continuing-education is committed to the lifelong learning of OTs and Jackie Mardirossian, Director of Continuing Education OTAs. Our high-quality, evidence-based CE courses, The USC Chan Division offers regular continuing offered in a wide range of topics, keep OT profes- education courses online and in-person for train- sionals current with the latest trends in their field by ing in sensory integration and life management. providing timely information with immediate, practi- The sensory integration courses are based on the cal application to clinical practice. teachings of A. Jean Ayres, and the life management series are based on Lifestyle Redesign®, an intervention founded at USC.

Vital Links 6613 Seybold Road Suite D Madison, WI 53719 Wild Iris Medical Education, Inc. 608-270-5424 Post Office Box 257 (fax) 866-829-6331 Comptche, CA 95427 [email protected] 707-937-0518 www.vitallinks.com (fax) 707-937-2546 Heather Diaz, Administrative Director [email protected] www.wildirismedicaleducation.com/ occupational-therapy-ceu Anja Grimes, Director of Marketing Since 1998, Wild Iris Medical Education, Inc., has been offering high-quality continuing education courses online, including state-mandated CEUs. Western New England University Read the course, take the test, pay, and get your College of Pharmacy and Health Sciences instant certificate! We are an approved provider 1215 Wilbraham Road of continuing education by AOTA, provider #3313, Springfield, MA 01119 and a certified woman-owned business. Courses 413-796-2073 are accepted by the NBCOT Certificate Renewal (fax) 413-796-2266 program. [email protected] www.wne.edu/otd World Instructior Training School Lori Berg, Director of Admissions 2244 Sunstates Court Western New England University’s innovative Doc- Suite 107 tor of Occupational Therapy is a 3-year, entry-level Virginia Beach, VA 23451 program designed to prepare students for therapist, 888-330-9487 leader, and scholar roles. Granted Candidacy Status 757-428-4796 by ACOTE, it can be completed over nine consecu- (fax) 757-428-3873 tive semesters, including summers. [email protected] www.witseducation.com Devon Lewis, Student Services Western Psychological Service (WPS) 625 Alaska Avenue Torrance, CA 90503 Zone’in Programs, Inc. 800-648-8857 6840 Seaview Road 424-201-8800 Sechelt, BC V0N3A4 (fax) 424-201-6950 CANADA [email protected] 604-885-0986 www.wpspublish.com (fax) 604-885-0389 Ashley Ake, Customer Service Manager [email protected] www.zonein.ca Cris Rowan, Chief Executive Officer, Occupational Therapist

34 JULY 23, 2018 • WWW.AOTA.ORG Continuing Education Opportunities To advertise your upcoming event, contact the OT Practice advertising department at 800-877-1383, 301-652-6611, or [email protected]. Listings are $99 per insertion and may be up to 15 lines long. Multiple listings may be eligible for discount. Please call for details. Listings in the Calendar section do not signify AOTA endorsement of content, unless otherwise specified. Look for the AOTA Approved Provider Program (APP) logos on continuing education promotional materials. The APP logo indicates the organization has met the requirements of the full AOTA APP and can award AOTA CEUs to OT relevant courses. The APP-C logo indicates that an individual course has met the APP requirements and has been awarded AOTA CEUs.

annually for continuing education through workshops, techniques that will help your young clients thrive! Focused AUGUST seminars and hands on learning. New providers welcome; on the latest research, developments, and challenges facing ADED offers mentor program and exceptional conference practitioners working with children and youth, this confer- Richmond VA August 10–11 experience. Earn contact hours for CDRS renewal and ad- ence will provide attendees with the opportunity to explore Introduction to Driver Rehabilitation. This 2-day vance your career in the field of Driver Rehabilitation. A the newest methods for improving outcomes for your cli- course is designed for the new driving evaluator. The variety of pre-conference workshops will also be offered. ents. Earn up to 20 contact hours, including pre-conference Multiple ADED and AOTA hours offered! Contact ADED skills and knowledge needed to establish an adaptive sessions. Register at www.aota.org/cyconference driving program or become a new staff member for an 866-672-9466. Register online: www.aded.net established program will be discussed and shared. The course will also cover the following topics: development Witchita, KS August 22–25 of a clinical and on road evaluation, basic training tech- Envision Conference 2018. Make plans to attend the OCTOBER niques, introduction to adaptive equipment, best practices premiere low vision rehabilitation and research conference. in documentation and interactions with equipment ven- Learn best practices in low vision rehabilitation and the lat- Denver, Colorado October 5–6 dors. 15 ADED/1.5 AOTA hours offered. Contact ADED 866- est in vision research. Discover the latest in assistive tech- Planting with a Purpose: Engaging in Horticultural 672-9466. Register online: www.aded.net nology by visiting the exhibit hall and network with peers Therapy. Immerse yourself in the foothills of the moun- and leaders in the field. Obtain over 20 contact hours. tainous Denver, Colorado, landscape October 5th–6th Richmond, VA August 10–11 AOTA approved provider. Learn more and register today at for the 2018 American Horticultural Therapy Association Application of Vehicle Modifications. This 2-day www.envisionconference.org. (AHTA) Annual Conference! Pre-tours are planned for course is ideal for those desiring knowledge of adaptive October 4th and will feature an informative behind-the- driving equipment as well as the process for prescribing scenes look at local horticultural therapy programs and and delivering such equipment to individuals with disabili- SEPTEMBER gardens. Join us to connect with horticulture and therapy- ties. Topics will cover adaptive driving equipment assess- focused professionals from around the world, take ad- ment, low tech equipment options, high tech driving sys- Charlotte, NC September 8–16 vantage of professional development opportunities, and tems, writing prescriptions, vehicle / equipment fitting and Complete Lymphedema Certification. Certification engage in interactive sessions. Learn more and register wheelchair passenger accommodations. The course also courses in Complete Decongestive Therapy (135 hours), online at www.ahta.org, or contact the AHTA office at covers collaboration with local mobility equipment dealers Lymphedema Management Seminars (31 hours). Course- [email protected] or (888) 294-8527 with questions or for and drivers for best-fit options.15 ADED/1.5 AOTA hours work includes anatomy, physiology, and pathology of sponsor opportunities. offered. Contact ADED 866-672-9466. Register online: the lymphatic system, basic and advanced techniques www.aded.net SEPTEMBER of MLD, and bandaging for primary/secondary UE and LE Atlanta, GA October 12–13 lymphedema (incl. pediatric care) and other conditions. STAR Institute – 3S Symposium. This year’s must- Richmond, VA August 10–14 Insurance and billing issues, certification for compression- see Sensory Processing Disorder (SPD) event has been re- ADED Annual Conference and Exhibits. Profession- garment fitting included. Certification course meets LANA als specializing in the field of Driver Rehabilitation meet requirements. Also in Pensacola, FL, September 8–16. freshed with a new format, new speakers and a new theme AOTA Approved Provider. For more information and addi- of Regulation: Foundation to Function. Attendees will enjoy tional class dates/locations or to order a free brochure, presentations from experts in the field of SPD, network- please call 800-863-5935 or visit www.acols.com. ing opportunities and industry expos. 1.15 AOTA Hours. Professionals may also attend separate pre-symposium Baltimore, MD September 13 workshops for both parents and professionals. Visit: Irlen Screener’s Certification for Visual & Sensory Pro- www.spdstar.org or email: [email protected] cessing Disorders. Instructor: Shoshana Shamberg, OTR/L, MS, FAOTA. Identify symptoms, learning challenges, & pro- Concord, NC October 26–27 Assessment & Intervention Workshops vide targeted interventions for children/adults with sensory The Impact of Disability, Vision & Aging and their This 2-day continuing education Two Days of Hands-On Learning (1.6 CEU) processing disorders affecting learning, attention, behavior, Relationship to Driving. reading, math, handwriting, computer work, daily functioning, course provides a broad overview of the driver rehabilita- 2018 self-regulation, TBI, strokes, chronic migraines, light sensitiv- tion process. The course is designed for healthcare provid- Miami, FL July 27–28 ers starting or advancing a driver rehabilitation program Sacramento, CA August 24–25 ity, vision, & autism. Universal Design, assistive technology, neurobiology, learning strategies. Extensive testing kit & inter- as well as those referring individuals to a program. Traffic Grand Haven, MI September 15–16 safety/driver education professionals will benefit from the Bristol, TN October 5–6 ventions included. September 13 course is 1 day training information that they can apply to their practice. Topics San Antonio, TX October 11–12 plus home study, 15-25 CE hours. Also in Baltimore, MD, Galion, OH October 18–19 October 14-15 (2-day course) and December 2-3 (2-day include: acquired, congenital, developmental and progres- Atlanta, GA November 3–4 course). Sponsor a training at your location. For dates sive disabilities; age-related and visual impairments that Livingston, NJ November 8–9 & locations see calendar/registration on www.aotss. affect driving; the driver assessment process; adaptive com. Abilities OT Services at www.AOTSS.com and www. driving equipment and vehicle modifications and driver 2019 licensing issues.15 ADED/1.5 AOTA hours offered. Contact Orlando, FL January 10–11 irlenvlcmd.com. Internet learning options. Email info@aotss. Houston, TX February 8–9 com. Call 410-358-7269. ADED 866-672-9466. Register online: www.aded.net Kansas City, MO February 22–23 Minot, ND March 1–2 Orange, CA September 22–23 Greeley, CO March 7–8 Eval & Intervention for Visual Processing Deficits in NOVEMBER Wichita State University June 6–7 Adult Acquired Brain Injury Part I. Faculty: Mary War- Oro-Facial Deep Tissue Workshops ren PhD, OTR/L, SCLV, FAOTA. This updated course has Dobbs Ferry, NY November 9–10 the latest evidence based research. Participants learn a Optimizing Executive Function: Strategy Based 2018 practical, functional reimbursable approach to evaluation, Intervention in Children and Adults. This course will Grand Haven, MI September 14 intervention and documentation of visual processing defi- provide in-depth information on treatment of cognitive San Antonio, TX October 10 cits in adult with acquired brain injury from CVA and TBI. dysfunction across the lifespan, with a focus on executive Orlando, FL November 30 Topics include hemianopsia, visual neglect, eye movement function impairments. Case applications of intervention 2019 disorders, and reduced acuity. Also in Kalamazoo, MI, principles across different ages and populations will be Greeley, CO March 6 Oct. 20–21, 2018 and Omaha, NE, Nov. 10–11, 2018. discussed. Instructors: Joan Toglia and Izel Obermeyer; For complete training schedule & information visit Contact: www.visabilities.com. Contact: Mercy College, 914-674-7444 for questions, www.beckmanoralmotor.com [email protected] for details and registration. Pre-reg- Host a Beckman Oral Motor Seminar! Milwaukee, WI September 28–29 istration $375 (8/1–9/8); Reg. Registration $425 (9/9– Host info (407) 590-4852, or AOTA Specialty Conference: Children & Youth. Pre- 10/9). AOTA CEU (12 contact hours / 1.2 CEU’s). Register [email protected] D-8494 Conference sessions, Sep 27. Get concrete, evidence-based at https://www.mercy.edu/health-and-natural-sciences/

OT PRACTICE • JULY 23, 2018 35 Continuing Education Opportunities

Resources for occupational therapy practitioners to en- Online Course ONGOING hance advocacy for their role in early intervention while Early Intervention & Preschool: Occupational Therapy coaching and practicing within the PSP framework are Participation in the Child Outcomes Summary Process Online Course provided. Earn .075 CEU (1 NBCOT PDU/.75 contact by Lesly W. James, PhD, MPA, OTR/L, FAOTA and Ashley Unlimited CEUs. 15% off Unlimited CEUs from Clinician’s hour). Order #OL5120. AOTA Members: $19.95, Non- Stoffel, OTD, OTR/L. By the end of this Webcast, learners View. Over 700 contact hours. Over 875 PDUs. AOTA Ap- members: $34.95, http://store.aota.org 0418 will know how to: 1) Define the three global functional child proved Provider. Use Coupon Code OTP15. Choose any outcomes that all early intervention and early childhood of our 3 options: 7 months, 1 year, 2 years. go to www. Online Course programs must measure and report nationally; 2)Identify clinicians-view.com. Limited time offer. “This course Best Practice Methods in Early Intervention national tools and resources that support participation in the content will be very helpful to me in my current Documentation by Ashley Stoffel, OTD, OTR/L and early childhood outcomes summary process; and 3) Identify and future work.” “I loved the treatment examples Kris Pizur-Barnekow, PhD, OTR/L, IMH-E®. Early Inter- at least three strategies to support the occupational therapy presented.” “Great treatment ideas to share with EI team.” “Content was excellent.” “This course was vention (EI) occupational therapy practitioners provide practitioner participating in the IFSP and/or IEP team rating better than many I’ve attended.” family-centered and routines-based services for infants process for outcome measures. Earn .075 CEU (1 NBCOT and toddlers. EI occupational therapy practitioners play in PDU/.75 contact hour). Order #OL5114. AOTA Members: Distance Learning and Workshops an important role on the EI team. OT practitioners need $19.95, Nonmembers: $24.95. http://store.aota.org 0218 PAMPCA—Physical Agent Modality Credentialing to document our skilled, distinct services and participate Course for the Occupational Therapy Practitioners. in outcome measurement. Resources, tips and strate- Online Course A unique distance-learning approach that complies with gies will be shared in this webcast in order to advance SIS Quarterly Practice Connections #7 - Mental Health. most state rules and regulations for certification. Sched- evidence-based practice for OT practitioners in EI includ- Earn CE credit with the SIS Quarterly Practice Connections! In uled 2-day workshops in Gallatin, TN, Sept. 22 & 23; ing: participating in the Individualized Family Service Plan this course, you will learn to: 1. Explain occupational therapy’s Overland Park, KS, Oct. 13 & 14; Williamsport, PA, (IFSP) team process; writing functional IFSP outcomes role in the provision of mental health services for various client populations and practice settings; 2. Describe the holis- Nov. 3 & 4, and Mission Hills, CA, Nov. 17 & 18. For and collecting data to measure progress; and consider- tic approach and positive outcomes of occupational therapy additional information, workshops, or to register, visit https:// ing health literacy in EI documentation. Earn .1 AOTA interventions for clients in various community mental health www.svsu.edu/ocepd/physicalagentmodalitycredentialing or CEU (1.25 NBCOT PDU/1 contact hour). Order #OL5121. call 989-964-4048. programs; and 3. Identify ways in which occupational therapy AOTA Members: $24.95, Nonmembers: $34.95. http:// practitioners can advocate and promote access to occupation- store.aota.org 0418 al therapy for individuals and populations. Earn .1 CEU (NBCOT NEW COURSES FROM AOTA CE PDU’s 1.25/1 contact hour). Order #CESISC07. Members: AJOT CE Articles $20.99, Nonmembers: $24.99. http://store.aota.org 0118 Online Course Learn about tested treatment strategies by reading AJOT A Trauma-Informed Approach Distinct to Occupational articles in your area of practice. Become an evidence-based Online Course Therapy: The TIC-OT Model by Dianna Derigo, Duana Rus- practitioner and demonstrate your knowledge by passing the Low Vision Assessment for Occupational Therapy by sell-Thomas, OTD, OTR/L and Christine Berg, PhD, OTR/L, course exam. Articles have been selected for their relevance Yu-Pin Hsu, EdD, OT, SCLV & Roy G. Cole, OD, FAAO. This FAOTA. This interactive introductory course defines trauma, to practice, fresh ideas, and strong evidence supporting program provides instruction on vision screening strategies its causes and sequelae, and offers a model for occupational treatment and the distinct value of OT. Earn .1 AOTA CEU and assessment tools that occupational therapists can use therapy practitioners to use when working with those whose (1.25 NBCOT PDU/1 contact hour), AOTA Members: $20.99, to identify vision problems and determine how vision loss lives and occupational participation have been adversely im- Nonmembers $24.99. http://store.aota.org. 0718 may be affecting client’s activities of daily living (ADL) and pacted in some way by a traumatic event. Earn .15 CEUs instrumental activities of daily living (IADL). Findings from AJOT CE: Occupational Therapy Fall Prevention In- (1.88 NBCOT PDUs/1.5 contact hours). Order #OL5140. a basic vision assessment help in formulating functional terventions for Community-Dwelling Older Adults: A AOTA Members: $29.95, Nonmembers: $39.95. http:// goals and appropriate interventions that address identified Systematic Review, Order #CEAJOT62 store.aota.org 0718 impairments and improve client’s occupational performance. Earn .2 AOTA CEU (2.5 NBCOT PDU/2 contact Online Course AJOT CE: Effectiveness of Health Promotion, Man- agement, and Maintenance Interventions Within the hour). Order #OL4903. AOTA Members: $34.95, Non- Supporting Mealtimes in School-Based Practice by Scope of OT for Community-Dwelling Older Adults: A members: $49.94. http://store.aota.org 1217 Joanna Cosbey, PhD, OTR/L and Pam Stephenson OTD, Systematic Review, Order #CEAJOT63 OTR/L. This course explores the breadth and depth of Online Course school-based mealtimes, assists the practitioner in ar- AJOT CE: Occupational Therapy Interventions to Clinician to Educator Series by Whitney Henderson, MOT, ticulating the skills and knowledge that OT practitioner Improve Activities of Daily Living for Community- OTR/L. This course series is designed for clinicians who are can bring to the team, and provides examples of the Dwelling Older Adults: A Systematic Review, Order interested in entering higher education as a faculty member, evidence and how to use it to be a champion for the #CEAJOT64 and for those who have recently made this transition and are team approach to mealtime in your district and/or state. interested in increasing their knowledge about this exciting Earn: .15 CEUs (1.88 NBCOT PDUs/1.5 Contact Hours). AJOT CE: Activity Engagement and Everyday Technol- area of practice. Courses will take you on a journey through the Order Order #OL5130. AOTA Members: $29.95, Nonmembers: ogy Use Among Older Adults in an Urban Area, history of higher education in the United States to the history #CEAJOT65 $39.95. http://store.aota.org 0518 of OT education and ACOTE (R) Modules will introduce learning and instructional design theory and finally discuss classroom Online Course AJOT CE: Predictive Value of the Cognitive Perfor- mance Test (CPT) for Staging Function and Fitness to techniques needed to become a best practice educator. Earn Ethical Issues in School Practice by Douglene Drive in People With Neurocognitive Disorders, Order .15 AOTA CEU (1.88 NBCOT PDU/1.5 contact hour). AOTA Jackson, PhD, OTR/L, LMT, ATP and Jean Polichino, #CEAJOT6 Members: $34.95, Nonmembers: $54.95. http://store.aota. OTR, MS, FAOTA. The purpose of this interactive org Module 1: Order #OL5101; Module 2: Order #OL5102; course is to assist the school-based practitioner to Online Series Module 3: Order #OL5103; Module 4: Order #OL5104 1017 better understand and utilize ethical principles in prac- Fieldwork Education Series by Donna Costa, DHS, tice as well as to learn about valuable resources to OTR/L, FAOTA, Program Director and Associate Profes- Online Course assist when ethical dilemmas arise. Practitioners will sor, University of Nevada, Las Vegas. Earn your digital Medication Related OASIS Items & Drug Regimen Re- review the six ethical principles and then apply these badge in Fieldwork Education and enhance your field- view by Carol Siebert, OTD, OTR/L, FAOTA. The social and principles to actual practice dilemmas—they will then work educator skills with this 3-part course that covers economic costs associated with medication nonadherence hear the thoughts of the presenters to gain insight the fundamentals of becoming a clinical fieldwork edu- have prompted requirements and quality initiatives to promote into how dilemmas can be understood and resolved. cator. Earn .2 AOTA CEU (2.5 NBCOT PDU/2 contact medication adherence and to reduce the risk of medication- Earn .1 AOTA CEU (1.25 NBCOT PDUs/1 contact hour). hours) per course. AOTA Members: $34.95/course, associated problems for the population receiving home health Order #OL5132. AOTA Members: $25, Nonmembers: services. For home health agencies to meet these require- Nonmembers: $59.95/course. http://store.aota.org. 0218 $55. http://store.aota.org 0518 ments, all skilled clinical professionals (registered nurses, Fieldwork Education Module 1: Preparing to Become a occupational therapists, physical therapists, and speech lan- Online Course Fieldwork Educator, Order #OL5111 guage pathologists) have additional responsibilities to monitor Coaching Interventions and The Primary Service Fieldwork Education Module 2: Working With OT and medications and implement efforts to promote medication Provider Model by Kris Pizur-Barnekow, PhD, OTR/L, OTA Students During Level I and Level II Fieldwork, adherence. This short course addresses medication-related IMH-E; Ashley Stoffel, OTD, OTR/L, FAOTA; and Alex- responsibilities for occupational therapists working in home Order #OL5112 andra Kapellusch, MS OTR/L. This course discusses healthcare. Earn .075 AOTA CEUs (.75 NBCOT PDU/.75 coaching as an intervention approach and to describe Fieldwork Education Module 3: Fieldwork Career contact hour). Order #OL4945. AOTA Members: $9.95, Non- the Primary Service Provider (PSP) model of teaming. Paths, Order #OL5113 members: $14.95. http://store.aota.org 1017

36 JULY 23, 2018 • WWW.AOTA.ORG Continuing Education Opportunities

Online Course Online Course PDUs/3 Contact Hours). Order #OL4932, Members: $59, STAR Institute—Translation of Assessment Find- Building Oncology Rehabilitation Programs Nonmembers: $99, http://store.aota.org 0217 ings to Treatment: How Occupational Performance Across the Age-Span and Care Continuum by is Impacted by Underlying Sensory and Motor Abili- Brent Braveman, PhD, OTR/L, FAOTA. This course fo- Online Course ties by Lucy Jane Miller, PhD, OTR, FAOTA and Sarah A. cuses on critical elements of building successful on- Designing Occupational Therapy Services in a Pri- Schoen, PhD, OTR. This course is a recorded Pre-Confer- cology rehabilitation programs. Strategies for scaling mary Care Setting: Successful Strategies & Lessons ence Institute that was hosted by AOTA at the 2017 AOTA program development efforts including staff training Learned by Dragana (Anna) Krpalek, Ph.D, OTR/L and Annual Conference & Centennial Celebration. Earn .45 and assessment/development of competencies are Heather Javaherian Dysinger, OTD, OTR/L. This course de- AOTA CEU (5.25 NBCOT PDUs/4.5 contact hours). Order provided to help practitioners set priorities for where scribes the role of occupational therapy in a primary care #OL4974. AOTA Members: $134, Nonmembers $149. to put their energies given limited time and resources. setting and provides insight into establishing OT services http://store.aota.org 0717 Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). in a medical setting. Earn .15 CEU’s, 1.5 Contact Hours, Order #OL56. AOTA Members: $24.95, Nonmembers: 1.88 NBCOT PDU’s. Order # OL4989, AOTA Members Online Course $39.95. http://store.aota.org 0717 $24.95, Nonmembers: $34.95, http://store.aota.org 0217 SIS Quarterly Practice Connections 05 - Commu- nity Participation/Mobility. Community participation Online Course Online Course and mobility are often central to a person’s autonomy Early Detection of Neuromuscular Disorders in Hand & Upper Extremity Essentials 2.0: The Funda- and independence. This issue of the SIS Quarterly Prac- Early Intervention Settings (Module 4 of the Early mentals by Wendy Hoogsteden, MHS, OTR/L. This course tice Connections focuses on how occupational therapy Identification Series), by Roxanna M. Bendixen, PhD, provides beginner to advanced OT practitioners with infor- facilitates community participation and mobility for cli- OTR/L; Kris Barnekow, PhD, OTR/L; Series Editor: Kris mation on the anatomy and kinesiology of the upper quar- ents, whether through driving to the store or appoint- Barnekow, PhD, OTR/L. This course provides an overview of ter. You will learn neuroanatomy concepts as related to ments, attending school or work, or participating in other neuromuscular disorders (NMD) in infants, toddlers and young hand and upper extremity rehabilitation. The course covers activities they have identified as meaningful. Earn .1 CEU children. These disorders vary greatly and manifest them- basic theory and application of physical agent modalities (NBCOT PDU’s 1.25/1 contact hour). Order #CESISC05, selves through a combination of symptoms based on lower (PAMs) used in physical agent modalities (PAMs) used in AOTA Members: $20.99, Nonmembers: $24.99. http:// motor and sensory nerve dysfunction. Identification of the upper extremity rehabilitation as well as an overview of store.aota.org 0317 initial symptom(s) may be the key element in diagnostic suc- splinting of the upper extremity. Earn .7 AOTA CEUs (8.75 cess. Earn .15 CEU (NBCOT 1.88 PDUs/1.5 contact hours). PDUs/7 contact hours). Order #OL4983, AOTA Members Online Course Order #OL4975. AOTA Members: $65, Nonmembers: $99, $79.00, Nonmembers $200.00, http://store.aota.org 0217 Hand Rehabilitation: A Client-Centered and Occu- http://store.aota.org 0717 pation-Based Approach, 2nd Edition by Debbie Amini, CE Article EdD, OTR/L, FAOTA. AOTA's newly updated Hand Rehabili- CE Article Rethinking Safety for Older Adults by Claudia E. tation course familiarizes occupational therapy practitioners Applying the Person–Environment–Occupation Oakes, PhD, OTR/L. This article will review the literature with a client-centered and occupation-based approach to Model to Improve Dementia Care by Carin Wong, regarding safety to help practitioners better understand intervention that is easily incorporated into the hand rehabili- MS and Natalie E. Leland, PhD, OTR/L, BCG, FAOTA. The the complexity of these issues and communication to help tation setting. Earn .15 AOTA CEUs (1.88 NBCOT PDUs/1.5 purpose of this article is to introduce the Person–Environ- bridge the gap between our perceptions and older adults’ contact hours). Order #OL4915. AOTA Members: $29.99, ment–Occupation (PEO) Model as a framework to improve perceptions of safety. Earn .1 AOTA CEU (1.25 NBCOT Nonmembers: $64.99. http://store.aota.org 0717 dementia care in nursing homes and provide examples PDU/1 contact hour). Order #CEA0117, AOTA Members: from literature that can be framed within the model. The $24.95, Nonmembers: $34.95, http://store.aota.org 0217 ATiA Webinars interaction between the person, environment, and occu- AOTA is proud to collaborate with ATiA, the premier orga- pation is described to promote participation and provide Online Course nization for assistive technology, to bring their high-quality quality care for residents with dementia. The PEO model Occupational Therapy Practice Guideline for Adults AT webinars to the occupational therapy community. Par- can be used by occupational therapy practitioners to de- with Traumatic Brain Injury by Steven Wheeler, PhD, ticipants earn from .1 AOTA CEU (1.25 NBCOT PDUs/1 velop innovative approaches to dementia care and improve OTR/L, CBIS and Amanda Acord-Vira, MOT, OTR/L, CBIS. contact hours) per course. AOTA Members/Nonmembers: quality of life. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 This course is based on the Occupational Therapy Prac- $39-$49/course. http://store.aota.org 0718 contact hour). Order #CEA0518. $24.95, Nonmembers: tice Guidelines for Adults with Traumatic Brain Injury $34.95, http://store.aota.org 0718 50 New Ways to Adapt the iPAD for Students with Dis- and provides an overview of the occupational therapy abilities, Order #WA1810 Online Course process for this population. The purpose of this course, in keeping with the purpose of the Practice Guidelines, Assessing Morgan Using the Communication Matrix Emergent & Early Literacy: The Role of Occupa- is to help occupational therapists and occupational ther- Assessment, Order #WA1812 tional Therapy Practitioners in Schools by Gloria apy assistants, as well as the individuals who manage, Frolek Clark, PhD, OTR/L, SCSS, BCP, FAOTA et. al. Lit- Comprehensive Assessment for Assistive Technol- reimburse, or set policy regarding occupational therapy eracy is embedded within a child’s daily living activities ogy: The OCTOPUS Framework, Order #WA1708 services, understand the contribution of occupational (writing, reading, listening, speaking). Without these ba- therapy in providing services to adults with TBI. Earn sic means of communication, all aspects of occupational Digital Literacy Supports: A UDL Perspective, Order 15 CEU (1.88 NBCOT PDUs/1.5 Contact Hours). Or- participation can be impacted. Occupational therapy #WA1711 der #OL4976, AOTA Members: $24.95, Nonmembers: practitioners have a critical role in literacy including $34.95, http://store.aota.org 1216 Enhancing Switch Use and Switch Scanning for Peo- supporting the development of literacy and providing ple with Physical Impairments: Part 1, Order #WA1705 professional development at a systems-level; evaluating a child’s ability to participate in literacy activities; and Enhancing Switch Use and Switch Scanning for Peo- providing intervention to enhance participation in litera- AOTA CE PRACTICE AREAS ple with Physical Impairments: Part 2, Order #WA1706 cy activities. This course will offer occupational therapy Finding Resources for Andrew's Intervention on the practitioners working with children the knowledge and ASSESSMENT & EVALUATION Communication Matrix Community, Order #WA1808 skills on emergent and pre-literacy development that can be integrated into OT evaluations and interventions. BRAIN & COGNITION Guiding Teamwork Using Education Tech Point Ques- Earn .15 AOTA CEU (1.88 NBCOT PDUs/1.5 contact CHILDREN & YOUTH tions, Order #WA1804 hours). Order #OL4979. AOTA Members: $34.95, Non- GENERAL FOCUS Planning Communication Goals for Andrew and Cre- members: $49.95, http://store.aota.org 0517 ating a Custom Report, Order #WA1807 Online Course MENTAL HEALTH Productivity Is the Name of the Game: Android Apps Pediatric Constraint Induce Movement Therapy: PRODUCTIVE AGING for Working Smart, Order #WA1709 Modules 1 and 2 by Andrew Persch, PhD, OTR/L, BCP. This continuing education program will provide you with REHABILITATION, DISABILITY, & UDL and Math Tools, Order #1811 information necessary to help you get started completing PARTICIPATION Using Technology to Provide Play Opportunities for a PCIMT program with your pediatric clients. This course WORK AND INDUSTRY Children with Disabilities, Order #WA1701 defines PCIMT, provide an overview of the evidence that informs practice and describes assessments and com- VISIT WWW.AOTA.ORG/CE FOR A COMPLETE UDL as a Framework for Collaboration Between AT & ponents of documentation of service delivery. Total credit IT, Order #WA1806 earned (both courses must be completed) .3 CEUs (3.75 LISTING OF ALL AOTA CE COURSES.

OT PRACTICE • JULY 23, 2018 37 Employment Opportunities

Faculty Faculty

Columbia University FACULTY POSITION AVAILABLE Assistant/Associate Professor Columbia University’s Programs in Occupational Therapy invite applicants for a full time, 12 month faculty appointment. OCCUPATIONAL THERAPY TENURE TRACK FACULTY POSITION This position encompasses teaching and rkansas State University’s Department of Occupati onal Therapy in the College of Nursing and research in both the entry level MS occu- Health Professions invites applicati ons for a 9-month tenure-track faculty appointment. The pational therapy program and in the post- ADepartment of Occupati onal Therapy at Arkansas State University includes both an accredited entry-level Occupati onal Therapy Doctoral (OTD) program and accredited Occupati onal Therapy Assistant professional doctoral programs. Close program (OTA). The Assistant/Associate Professor’s primary responsibility is to deliver instructi on, carry collaboration with other faculty within the out research, perform service, advise and mentor students through their doctoral capstone projects. department and with faculty in related departments is expected. Applicants are We gladly receive applicati ons from candidates with the following credenti als and experience: expected to have or to develop a research • Doctoral degree required. Research doctorate preferred. (e.g PhD, EdD, ScD) agenda that is grant supported. • Record of teaching eff ecti veness. Experti se in research, populati on health, and community programming preferred. Minimum qualifi cations: Applicants should have an earned • Ability to facilitate faculty mentored student research research doctorate (PhD, EdD, ScD), be • Minimum of three years clinical experience NBCOT board certifi ed, and be licensed to • NBCOT certi fi ed and eligible for licensure as an Occupati onal Therapist in Arkansas practice or eligible for license to practice in the State of New York. Clinical experi- Review of applicati ons begins immediately and will conti nue unti l the positi on is fi lled. ence as well as experience as a course Arkansas State is a doctoral-level nati onal insti tuti on with more than 150 degrees areas of study, including director is expected. a robust online program, and a diverse student body from across the nati on and the world. ASU has a vibrant campus life including sports, theatre, art, music, and more. Jonesboro, Arkansas is a city of 70,000 Preferred qualifi cations: located one hour from Memphis, two hours from Litt le Rock, and four hours from St. Louis and Nashville. In addition to the above, a proven Apply online today: record of scholarship and an established https://chj.tbe.taleo.net/chj05/ats/careers/v2/viewRequisition?org=ARKASTAT2&cws=40&rid=22727 research agenda is expected Columbia F-8389 University’s Programs in Occupational Therapy are part of the College of West Physicians and Surgeons and is located Children & Youth in upper Manhattan. Housed in the ARIZONA OTs—$65,000 Looking for Columbia University Medical Center and Phoenix, Tucson, & Burbs fi rst established as a degree granting 602-478-5850/480-221-2573 Schools, resources for program in 1941, the programs consist 16 wks off, 100% Paid: Health, Dental, Lic, children & youth? of an entry level Master of Science Dues, CEU-$1,000,401K, Hawaii/Spanish I program; a dual degree program with trips… [email protected] www.aota.org/ the Mailman School of Public Health; a *STARS* StudentTherapy.com children-youth Post-Professional OTD with an emphasis W-6037 on cognition; and a Doctor of Education program in Movement Science and Occupational Therapy which is in collaboration with the Department of Biobehavioral Sciences of Teachers College. The faculty of the programs are highly recognized for their educational and research contributions, and are renowned nationally and internationally. Interested applicant s should apply directly to Columbia University at https:// academicjobs.columbia.edu/applicants/ Central?quickFind=66584 and include letter Thankfor being Youan of inquiry, CV and three reference letters. Questions regarding job posting should AOTA member! be directed to Dr. Glen Gillen at GG50@ cumc.columbia.edu. Columbia University is an Equal Opportunity

and Afﬁ rmative Action Employer F-8488

38 JULY 23, 2018 • WWW.AOTA.ORG Employment Opportunities

National

LIFE CARE CENTERS OF AMERICA

Think of all the combinations that make life greater. We have over 40 years of patient-centered care with teams of master clinicians and therapists; you have your unique talents, skills and insights. Coffee and donuts has never meant so much. Let’s see what we can do together.

LifeCareCareers.com Equal Opportunity Employer

U-8489 New From AOTA Press Clinical Reasoning in Occupational Therapy By Anne Cronin, PhD, OTR/L, ATP, FAOTA, and Garth Graebe, MOT, OTR/L Clinical reasoning is a clinician’s ability “to think in action.” One of the biggest challenges for both new and seasoned occupational therapy practitioners in providing high-quality and cost-effective care is that clients may not fit the prescribed clinical picture given their unique personal histories, interests, comorbidities, and lifestyles. Clinical Reasoning in Occupational Therapy explains OTPF-3-based, evidence-informed, and client-centered thinking in occupational therapy practice. Practical case examples and learning activities challenge readers to thoughtfully integrate what they are learning into their own interventions. Appendixes include the new AOTA Occupational Profile Template and a summary of occupational therapy frames of references.

Print: Order #900388, AOTA Members: $69, Nonmembers: $89 eBook: Order #900480, AOTA Members: $49, Nonmembers: $69

( ) store.aota.org • 1 800 729-AOTA Bk-488

OT PRACTICE • JULY 23, 2018 39 Social Media Spotlight

Books to Read This Summer by Stephanie Yamkovenko, AOTA’s Digital Editor

What are you reading this summer? Here are a few books we think you’ll love.

Autumn by Ali Smith Tell Me How it Ends by Valeria Luiselli The story of a beautiful intergenerational friendship A heartfelt essay about the time the author has that started when Elisabeth was a little girl. As an spent volunteering to help children in the adult, Elisabeth reflects on their past as she visits immigration court system. her centenarian friend in a nursing home.

The Gene by Siddhartha Mukherjee Goodbye, Vitamin by Rachel Khong Mukherjee tells the history of the gene in the An adult woman moves home to help her par- style of an engaging, readable biography. Learn ents as her father’s dementia takes him away how we got to where we are today in genetics. from a job that he loves. The novel made me laugh, cry, cringe, and smile. Get 10 more recommendations at www.aota.org/14-books

Check out some books your colleagues recommend: Left Neglected by Lisa Genova (Marie J. on Facebook) Ghost Boy by Martin Pistorius (Kate R. on CommunOT) Pandora’s Lab: 7 Stories of Science Gone Wrong by Paul A Offit, MD (Panelpha K. on CommunOT) Secrets from the Eating Lab by Traci Mann (Grant M. on CommunOT)

Join the Conversations on CommunOT — An OT at a cancer center working in lymphedema/ edema wants to discuss how other lymphedema therapists are doing wound care. What assessments are you using and how do you keep it occupation-based? www.aota.org/talk/cancer

Hashtags for Upcoming — A mother of twins is re-entering the workforce # after 15 years, but she needs advice on jumping back Conferences in. How should she request strong supervision during a job interview? www.aota.org/talk/re-entry We have a lot of conferences and events coming up! Start using the hashtags to be a part of the conversation: — This OT wants to discuss resources on home health falls prevention programs #AOTApeds: 9/28-9/29 in Milwaukee that other clinicians use or have found effective. What program, tool, # : 10/1 in Washington, D.C. or assessment do you recommend? www.aota.org/ #OTHillDay talk/home-falls ##OTedsummit: 10/13-10/14 in Louisville #AOTAConclave: 11/9-11/10 in Atlantic City #AOTArehab: 11/30-12/1 in Los Angeles Find AOTA on... #AOTA19: 4/4-4/7 in New Orleans ILLUSTRATION © DARENWOODWARD / GETTY IMAGES © DARENWOODWARD ILLUSTRATION

40 JULY 23, 2018 • WWW.AOTA.ORG Registration Opens July 31!

2018 AOTA Education Summit Louisville, Kentucky  October 13–14, 2018 www.aota.org/education-summit

SP-140 Earn up to 20 contact hours, Registration is Now Open! including pre-conference sessions.

AOTA Specialty Conference Children & Youth Milwaukee, Wisconsin September 28–29, 2018 (pre-conference sessions: September 27) www.aota.org/cyconference

SP-138

Practice® Eyes on the L Older Drivers’ Perceptions of Driving Cessation L Meeting the Needs of Young Road Adults with ID and ASD

Practice® Eyes on the L Older Drivers’ Perceptions of Driving Cessation L Meeting the Needs of Young Road Adults with ID and ASD