Transformational and Visionary Leadership in Occupational Therapy ...

CE Article: Transformational and Visionary Leadership

Practice The American Occupational Therapy Association August 24, 2015

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Writing Effective

Documentation l

 he Do’s and Don’ts: T Pitfalls to Avoid

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 chool Practice: S Documenting & Organizing Quantitative Data

Also in This Issue Pediatric Practice and the DSM-5 Backpack Awareness Day Collaboration

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The American Occupational Therapy Association (AOTA) Volume 20 • Issue 15 • August 24, 2015

2 Editor’s Note 3 News 7 Capital Briefing Helping Reform Medicare for Clients With Chronic Conditions 16 Evidence Perks New AOTA Practice Guidelines on Stroke and Driving and Community Mobility for Older Adults 17 Practice Perks Occupational Therapy Pediatric Practice and the DSM-5 19 In the Community A Backpack Awareness Day Collaboration 21 Social Media Spotlight

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Effective Documentation 8 The Do’s and Don’ts of Documentation

22 Continuing Education Opportunities

Pitfalls to Avoid Documentation has become a key component in making payment decisions, and knowing what to write can keep us on track and increase the likelihood of payment for our services. By Cathy Brennan

28 Employment Opportunities 32 Questions and Answers Rondalyn Whitney

12 School Practice Documentation Documenting and Organizing Quantitative Data The occupational therapist uses information from many sources to gather quantitative and qualitative data about the curriculum, instruction, environment, and student. By Gloria Frolek Clark, Susan M. Cahill, and Carole Ivey

CE Article Transformational and Visionary Leadership in Occupational Therapy Management and Administration p. 13 OT PRACTICE • AUGUST 24, 2015

Earn .1 AOTA CEU (1 contact hour or 1.25 NBCOT professional development units) with this creative approach to independent learning. 1

Chief Operating Officer: Christopher Bluhm Director of Communications: Laura Collins

Editor’s Note

Director of Marketing: Rebecca Rutberg Editor: Ted McKenna Associate Editor: Andrew Waite CE Articles Editor: Maria Elena E. Louch Art Director: Carol Strauch Production Manager: Gary Furton Director of Sales & Corporate Relations: Jeffrey A. Casper Sales Manager: T  racy Hammond Advertising Assistant: Clark Collins

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

Jana Cason: Chairperson, Technology Special Interest Section Donna Costa: Chairperson, Special Interest Sections Council Tina DeAngelis: Chairperson, Education Special Interest Section Julie Dorsey: Chairperson, Work & Industry Special Interest Section Ellen Hudgins: Chairperson, Administration & Management Special Interest Section Patricia Laverdure: Chairperson, Early Intervention & School Special Interest Section Wanda Jean Mahoney: Chairperson, Developmental Disabilities Special Interest Section Annie Baltazar Mori: Chairperson, Sensory Integration Special Interest Section Lauro A. Muñoz: Chairperson, Physical Disabilities Special Interest Section Jeannine Nonaillada: Chairperson, Gerontology Special Interest Section Susan Noyes: Chairperson, Mental Health Special Interest Section Marnie Renda: Chairperson, Home & Community Health Special Interest Section AOTA President: Virginia Stoffel Executive Director: Frederick P. Somers Chief Academic & Scientific Affairs Officer: Neil Harvison Chief Public Affairs Officer: Christina Metzler Chief Financial Officer: Chuck Partridge Chief Professional Affairs Officer: Maureen Peterson

© 2015 by The American Occupational Therapy Association, Inc. OT Practice (ISSN 1084-4902) is published 22 times a year, semimonthly except only once in January and December, by The American Occupational Therapy Association, Inc., 4720 Montgomery Lane, Suite #200, Bethesda, MD 20814-3449; 301-652-2682. Periodical postage is paid at Bethesda, MD, and at additional mailing offices. U.S. Postmaster: Send address changes to OT Practice, AOTA, 4720 Montgomery Lane, Suite #200, Bethesda, MD 20814-3449.

Canadian Publications Mail Agreement No. 41071009. Return Undeliverable Canadian Addresses to PO Box 503, RPO West Beaver Creek, Richmond Hill ON L4B 4R6. Mission statement: The American Occupational Therapy Association advances the quality, availability, use, and support of occupational therapy through standard-setting, advocacy, education, and research on behalf of its members and the public. Annual membership dues are $225 for OTs, $131 for OTAs, and $75 for student members, of which $14 is allocated to the subscription to this publication. Subscriptions in the U.S. and Canada are $225 for individuals and institutions. Subscriptions outside the U.S. and Canada are $325 for individuals and $380 for institutions. Allow 4 to 6 weeks for delivery of the first issue. Copyright of OT Practice is held by The American Occupational Therapy Association, Inc. Written permission must be obtained from the Copyright Clearance Center to reproduce or photocopy material appearing in this magazine. Direct all requests and inquiries regarding reprinting or photocopying material from OT Practice to www.copyright.com.

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Documenting Success Occupational therapy practitioners need to be good storytellers to help their clients, themselves, and the profession.

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ometimes less can be more, reminds author Cathy Brennan in her article in this issue on documentation do’s and don’ts (see p. 8), cautioning that occupational therapists can make the mistake of providing an excess of detail about their interventions in documentation submitted for reimbursement. Rather, the details—in however many words are required, and no more— must focus on client-centered, measurable goals; the progress being made; and the other factors that demonstrate that value of the services being provided. “Telling the story and painting the picture of the client’s problems and expected outcomes require us to be diligent in the way we describe our care,” Brennan notes. “Our mantra should be to write better, not more.” So too is the case with school practice documentation, which provides a critical chronological, legal record of occupational therapy services and student performance, as authors Gloria Frolek Clark, Susan M. Cahill, and Carole Ivey note in their article on page 12. The end result, they note, is better care for students: “These data are used to make decisions about services, establish goals, monitor the student’s progress on meeting these goals, and determine effectiveness of occupational therapy intervention.” Clearly, occupational therapy practitioners need to be good storytellers to help their clients, themselves, and the profession. As the 2015 AOTA Salary & Workforce Survey revealed, administrative duties and other indirect aspects of client interventions—including time spent writing documentation—account for about 25% of the time spent by occupational therapy practitioners (except those in academia) at their primary work setting (for more on the survey, visit www.aota.org/salarysurvey). How much time do you find yourself writing documentation, and what tricks and tips would you pass along to others? Send us a note to let us know. Best regards, Ted McKenna, Editor, OT Practice, [email protected]

• Discuss OT Practice articles at www.OTConnections.org in the OT Practice Magazine Public Forum. • Send e-mail regarding editorial content to [email protected]. • Go to www.aota.org/otpractice to read OT Practice online. • Visit our Web site at www.aota.org for contributor guidelines, and additional news and information. OT Practice serves as a comprehensive source for practical information to help occupational therapists and occupational therapy assistants to succeed professionally. OT Practice encourages a dialogue among members on professional concerns and views. The opinions and positions expressed by contributors are their own and not necessarily those of OT Practice’s editors or AOTA. Advertising is accepted on the basis of conformity with AOTA standards. AOTA is not responsible for statements made by advertisers, nor does acceptance of advertising imply endorsement, official attitude, or position of OT Practice’s editors, Advisory Board, or The American Occupational Therapy Association, Inc. For inquiries, contact the advertising department at 800-877-1383, ext. 2715. Changes of address need to be reported to AOTA at least 6 weeks in advance. Members and subscribers should notify the Membership

department. Copies not delivered because of address changes will not be replaced. Replacements for copies that were damaged in the mail must be requested within 2 months of the date of issue for domestic subscribers and within 4 months of the date of issue for foreign subscribers. Send notice of address change to AOTA, 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.

AUGUST 24, 2015 • WWW.AOTA.ORG

News AOTA Website Is Mobile Friendly

Senate Passes Re-Authorization of the Older Americans Act

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n July, the Senate passed a re-authorization of the Older Americans Act, including funding for its programs until 2018. At press time, this legislation was awaiting action in the House of Representatives before it could be sent to President Obama to be signed into law.   Originally passed in 1965 as a response to a lack of social services for older adults, the act provides grants to states for community planning and social services, research and development projects, and personnel training in the field of aging. It also created the Administration on Aging. Now, the legislation delivers social and nutritional services to older Americans through State Units on Aging and Area Agencies on Aging. Additionally, it funds jobs programs for low-income older workers and training, research, and demonstration activities in the field of aging. For more, visit AOTA’s Federal Affairs Policy blog on OT Connections at http://goo.gl/WFvsrs.

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OTA.org is now a fully responsive website, meaning no matter what device you use (phone, tablet, desktop), the website will automatically resize to your device. In the last month, 45% of visitors to AOTA.org were on a phone or tablet. The responsive site will ensure that the website is readable, accessible, and easily navigable no matter the device you are using. If you find any issues with the website when using a phone or tablet, please email [email protected].

MEDIAN YEARS OF PROFESSIONAL Salary Survey EXPERIENCE Highlights

Years of Professional Experience

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OTA’s 2015 Salary and Workforce Survey shows a shift in years of professional experience, with respondents to this survey overall reporting 9 years of professional experience compared with 12 years on the 2010 survey. The median years in practice for OTs went from 12 in 2010 down to 10 in this survey, whereas OTAs went from 9 years in 2010 down to 5 years in this survey. For more results, including a free summary of the survey and information on how to purchase the complete document, visit www.aota.org/salarysurvey.

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News Resources PDUs • CEUs • CONTACT HOURS

Continuing Competence Requirements Applications Accepted Sept. 15– Oct. 13

What does your state require for license renewal? Visit AOTA’s newly updated state-by-state chart to help you find out quickly, at http://alturl.com/uhc9n.

Recent participants in the Leadership Development Program for Managers

Leadership Development

Pediatric & Tech Virtual Chats

Applications for the Cultivating Your Power & Influence: The AOTA Leadership Development Program for Managers will be accepted from September 15 to October 13. This program is open to occupational therapy practitioners with more than 5 years of experience who are currently in management positions. Special consideration will be given to practitioners new to their rehabilitation/schoolbased occupational therapy director position and those who are in large systems overseeing multiple disciplines or large occupational therapy departments. For more information, go to www.aota.org/ education-careers.

The next Pediatric Chat, covering data collection in schools, is September 10 at 10:30 a.m. ET. The next Tech Chat, covering mobile technologies as vocational supports for workers with cognitive-behavioral challenges, will be held September 10 at 7:00 p.m. ET. To participate in the pediatric chat as well to listen to past episodes, go to www.talkshoe.com/tc/73733. For the upcoming tech chat, as well as recordings of previous virtual chats hosted by the AOTA Technology Special Interest Section, go to www.talkshoe.com/ tc/138131.

Fieldwork Educator Certificate Program Workshops Advance your skills as an occupational therapy fieldwork educator through the AOTA Fieldwork Educator Certificate Program. As an occupational therapy fieldwork educator, your knowledge, supervision, and direction are critical to the success of your students and to the future of occupational therapy. For more on the 2-day workshops, being held at locations around the country from August through early December, visit www. aota.org/education-careers/ fieldwork/workshop/current.

Multiple Chronic Conditions Resources The U.S. Department of Health & Human Services (HHS) recently released new training resources for educators and health care professionals helping people with multiple chronic conditions (MCC), whose health care is typically more expensive and complex than people with one chronic disease (see also this issue’s Capital Briefing, on p. 6). The HHS MCC Initiative includes an online database of education resources, a framework for addressing MCC health care needs, and an education and training curriculum for educators. For more information, visit http://tinyurl.com/ ocb6pg3.

AOTA for You Best Practices in School Occupational Therapy Documentation (CE Chapters) G. Clark Earn .15 AOTA CEU (1.88 PDUs/1.5 contact hours) This course encourages you to explore best practices for school-based occupational

therapy documentation. It includes case examples and an exam to evaluate your learning. Visit store.aota.org, and enter order #SC11C344. $45 for members, $60 for nonmembers.

Skilled Nursing Facilities 101: Documentation, Reimbursement, and Ethics in Practice C. Kroll & N. Richman Earn .3 AOTA CEU (3.75 NBCOT PDUs/3 contact hours) This course is designed to help practitioners better manage practice within skilled

nursing facility settings for inpatients (Medicare Part A) and outpatients (Medicare Part B). Visit store.aota.org, and enter order #4843. CD Course: $115 for members, $164 for nonmembers. Online Course: $105 for members, $154 for nonmembers.

TO Order: http://store.aota.org (enter order # preferred) or call 877-404-AOTA 4

AUGUST 24, 2015 • WWW.AOTA.ORG

News Practitioners in the News

Academic News

MOTEC Sponsors Clinical Council Day The Metropolitan Occupational Therapy Education Council (MOTEC) sponsored its annual Joint Clinical Council Day in May 2015 at the Touro–Manhattan campus, with more than 120 fieldwork educators from the New York and New Jersey areas in attendance. The event featured Donna Costa, OTR, FAOTA, presenting on “What it Takes to Be an Impeccable Fieldwork Educator.” In addition, attendees received legislative updates from the New York State and New Jersey occupational therapy associations. MOTEC also announced the following award recipients: Naomi Greenberg, MPH, PhD, OTR (LaGuardia Community College)— Lifetime Achievement; Dale Coffin (Long Island University)—Certificate of Appreciation for Contributions to MOTEC; and Victor Michael Camacho, OTR, L.Ac (Kessler Institute for Rehabilitation–Saddlebrook)— MOTEC Fieldwork Educator of the Year award. For more, visit www.motecot.org/ mission.

Midwestern University OT Program Announces New Training Susan M. Cahill, PhD, OTR/L, and Brad E. Egan, OTD,

MA, OTR/L, were recently awarded approximately $1.2 million from the U.S. Department of Education, Office of Special Education Program, to prepare Midwestern University occupational therapy students to provide school-based mental health services. Scholars admitted to the program receive a stipend that partially offsets the cost of their education, and in exchange they agree to work in schools or early intervention for 2 years after graduation.

Practical Considerations for School-Based Occupational Therapists L. Pape & K. Ryba This best-selling book helps new and experienced practitioners develop and implement effective procedures for referral,

Patricia Scott,

(pictured at left) PhD, MPH, OTR, FAOTA, of Indiana University, and Renee Taylor,

PhD, of the University of Illinois Chicago, are the co-chairs of the Fourth International Institute on the Model of Human Occupation (MOHO) to be held in Indianapolis October 23 to 24, 2015. The institute will feature 77 workshops, symposia, short papers, and innovative roundtable formats, and it will bring together speakers from 15 countries and 10 states to share research and practice ideas across practice areas and grounded in the MOHO. For more information, visit www.mohoinstitute.com. Rayel McCoy,

OTR/L, was recently featured in North Dakota’s Dickinson Press (http:// tinyurl.com/nqt25vd) for her work at a local rehabilitation facility. The article touched specifically on the profession’s ability to help

evaluation, documentation, data collection, and more. Visit store.aota.org, and enter order #1233. $49 for members, $69 for nonmembers.

clients be more independent at home. l Roberta Pineda, PhD, OTR/L, was recently interviewed by RadioMD (http://tinyurl.com/plcbllz) about her research appearing in the American Journal of Occupational Therapy (http://dx.doi.org/10.5014/ ajot.2015.015925) on detecting autism in preterm infants. l Teressa Garcia Reidy,

MS, OTR/L, was recently featured in the Baltimore Sun (http://tinyurl.com/ oow4wqj) about her job at Kennedy Krieger Institute in Maryland. The article was part of a series on health care professions. l Audrey Zapletal, MS,

OTR/L, assistant professor at the Department of Occupational Therapy at Thomas Jefferson University in Philadelphia, recently presented two papers at the Widener University Interprofessional Simulation Conference in Philadelphia. The papers examined the impact of simulation learning activities on students’ performance and preparation for their Level II fieldwork experiences.

Occupational Therapy Manager, 5th Edition K. Jacobs & G. McCormack This book, which includes 37 new and updated chapters, can help occupational therapy practitioners become capable,

effective leaders across all practice settings. Visit store.aota.org, and enter order #1390C. $89 for members, $126 for nonmembers.

Questions?: 800-SAY-AOTA (members); 301-652-AOTA (nonmembers and local callers); TDD: 800-377-8555. OT PRACTICE • AUGUST 24, 2015

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News Intersections AOTA exhibited and facilitated roundtable discussions about many roles of the profession at the Healthy Aging Summit from

July 27 to 28 in Washington, DC. The 2015 Falls Free National Falls Prevention Action Plan, which AOTA participated in updating, was announced at the conference. AOTA is mentioned several times as a resource, which is available at www. ncoa.org/healthy-aging/falls-prevention/.

Get the latest updates at www.aota.org/alerts

Award Nominations

Evidence Exchange

The deadline to nominate someone for an AOTA award is September 11.

The AOTA Evidence Exchange, a central repository for critically appraised summaries seeks submissions between Sep-

Backpack Awareness Day AOTA’s National School Backpack Awareness Day is

September 16.

New Online Course!

Health Literacy: Effective Client Communication and Education

Call for Papers The American Journal of Occupational Therapy (AJOT) announced calls for papers for several upcoming special issues.

By Cheryl Miller, DrOT, OTR/L Earn .2 CEU (2.5 NBCOT PDUs/2 Contact Hours)

This clinically relevant interactive course is designed for occupational therapy practitioners who desire communication with clients and caregivers. Learn practical and effective strategies to provide effective client and caregiver education using proven communications techniques. This course offers important information on health literacy, including evidence-based assessments and interventions. Mobile Access—the course is easily viewed on a tablet making your learning portable and providing easy access to resources.

Documentation Conference Register to attend AOTA’s Specialty Conference: Effective Documentation, which is in suburban Chicago from

October 2 to 3. Therapy Cap

When Congress passed the therapy cap extension earlier this year, improvements were made to the Manual Medical Review process. AOTA met with the Centers for Medicare & Medicaid Services this month to get guidance on the changes.

tember 1 and November 30. Falls Prevention

Falls Prevention Awareness Day is September 23.

Hill Day Want to advocate for your profession in Washington, DC? Register to participate in AOTA’s Hill Day, which is on

September 28.

Mental Health Advocacy Occupational therapy is included in draft criteria for new programs to expand access to quality mental health services.

SNFs Conference Early registration for the AOTA Specialty Conference: Best Practice in Skilled Nursing Facilities, to be held in Dallas, Texas, from December 4 to 5, opens September 8.

Order #OL362SC, AOTA Members: $65, Nonmembers: $89

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To order, call 877-404-AOTA or shop online at http://store.aota.org

Andrew Waite is associate editor of OT Practice. He can be reached at [email protected]. AUGUST 24, 2015 • WWW.AOTA.ORG

Capital Briefing

Helping Reform Medicare for Clients With Chronic Conditions The Senate Finance Committee is seeking input on how to improve care delivery and payment incentives for Medicare beneficiaries with multiple chronic conditions— a population that can be greatly aided by occupational therapy. Tim Casey

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ore than two thirds of Medicare beneficiaries live with multiple chronic conditions, according to the Centers for Medicare & Medicaid Services (http://alturl.com/ ysxda). Given the complexities and costs of addressing this population, which represents nearly 93% of Medicare spending, the Senate Finance Committee—the committee with jurisdiction over Medicare in the U.S. Senate—in June embarked on an ambitious campaign to improve related care delivery and payment incentives. Following a Congressional hearing on the topic, the committee issued a letter to stakeholders calling for ideas on how to institute reform, and with three principal goals: l increase care coordination between individual providers as well as settings, l streamline payment systems to incentivize value over volume, and l improve quality of care while increasing program efficiency.

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The letter solicited comments on a number of specific policy areas, including Medicare Advantage, the role of new payment models, fee for service and care coordination, telehealth utilization, rural access, self-management, and the role of primary care providers in promoting care coordination. With a long and proven record of working to help this complex population live healthier, fuller, more independent lives, AOTA jumped at the chance to share the profession’s story. With AOTA’s Board of Directors meeting in June coinciding with the committee’s call for comments, AOTA staff moved swiftly to secure a meeting with one of the lawmakers tapped to lead the initiative on chronic care, Senator Johnny Isakson (R-GA). Then AOTA Vice President (currently President-elect) Amy Lamb, and incoming OT PRACTICE • AUGUST 24, 2015

Vice President Shawn Phipps, together with AOTA Federal Affairs staff members, visited Senator Isakson’s office and talked at length about occupational therapy’s role in addressing the care needs of those with chronic conditions. During the meeting, Lamb emphasized the importance of “addressing this great societal need,” and that further embracing occupational therapy in this area would significantly “enhance quality of care, enhance the efficiency of the health care system, and reduce health care costs.” Following the meeting, AOTA began crafting its own formal comments, focusing on some of the profession’s primary contributions in this area, including building routines and habits for overall self-management of conditions, developing medication management strategies, preventing falls, addressing related cognitive issues, and training caregivers. To read AOTA’s comments in full, visit http://www.aota.org/otp/ chronic-conditions. As Lamb noted, “This initiative provides occupational therapy practitioners with an opportunity to demonstrate the distinct value we bring to this population, for whom we facilitate engagement and participation in everyday life and support the development of lifestyle routines that promote wellness.” AOTA is energized by Congress’ interest in pursuing reforms to improve care and strengthen the Medicare program. As we continue to advocate for the role of occupational therapy in this conversation, we encourage you to contact AOTA’s Federal Affairs department at [email protected] with specific suggestions that align with the committee’s stated goals and are not included in our comments. For more updates on federal and state policy initiatives, visit www.aota.org/advocacy-policy. Tim Casey is AOTA’s director of Federal Affairs.

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The Do’s & Don’ts of Documentation

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has become a Documentation aking payment m in t n e n o p m o key c nowing what to decisions, and k us on track and write can keep ent elihood of paym increase the lik for our services.

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AUGUST 24, 2015 • WWW.AOTA.ORG

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Pitfalls to Avoid

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imited financial resources for health care have increased the need to justify in writing the medical necessity of providing occupational therapy. Our documentation needs to support the specific skilled care we offer to achieve the client’s expected outcome. Documentation has become as important a skill to learn as our occupational therapy practice techniques. Being clear in expressing the medical necessity of our interventions has become a reimbursement requirement. But how do we know what to write and what not to write to be sure that payers understand what we need them to know? Telling the story and painting the picture of the client’s problems and expected outcomes require us to be diligent in the way we describe our care. Our mantra should be to write better, not more. However, the trend has been to write more, hoping that something in that documentation will be what payers need to approve payment for the case. Documentation has become a key component in making payment decisions, and knowing what to write and avoiding the following pitfalls of documentation can keep us on track and increase the likelihood of receiving payment for our services.

Evaluation/ Plan-of-Care Pitfalls

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The objective evaluation data/ score is documented without any interpretation or analysis of its meaning for the client. For example, stating that

“the child‘s total motor score is 20 and her motor proficiency is less than 1% of the sample population of children her age” does not address the impact this deficit will have on this child’s function. Instead, link the data to functional performance and particiOT PRACTICE • AUGUST 24, 2015

pation. “Based on her test results and performance, this child’s primary challenges involve bilateral coordination and motor planning. Difficulties in these areas result in problems maintaining postural control for classroom seating and the inability to perform developmental skills common in childhood games, such as starting and stopping in running, throwing and catching a ball, and balancing while kicking a ball.” The initial evaluation lacks pertinent medical and/or therapy history that could impact the plan of care. Co-morbidities can significantly

affect the client’s progress in achieving outcomes, even though they may not be the primary reason for an occupational therapy referral. Part of telling the story is to identify and include any co-morbidity that may affect performance in the evaluation documentation. For example, “The client is referred because of her arthritis pain but macular degeneration is also impacting her activities of daily living.” Identify how co-morbidity could impact the plan of care: “In addition to her painful arthritis, this client has significant vision loss due to macular degeneration, affecting her ability to safely perform household activities, such as cooking hot meals for her family.” The cognition level is not addressed, which could have an impact on the length and breadth of therapy treatment. For example, “The

client is unable to dress and groom himself independently.” Instead, identify how cognitive deficits impact rate of progress. For example, “This client’s performance is impacted by his diagnosed intellectual disability, affecting his ability to understand concepts of directionality in

Cathy Brennan

dressing.” An insurance reviewer would get a clearer picture of the need for a possibly longer duration of treatment due to identification of the cognition level. The intervention identified in the plan of care does not have the level of complexity that requires the skills of an occupational therapy practitioner. Documentation must

differentiate specialized skills from non-skilled service and what the practitioner is doing to assist the client to achieve functional performance outcomes. Documenting a medically necessary (skilled) therapy statement is a clear way to make the correlation between our skilled intervention and the client’s outcome. For example, “Skilled therapy is necessary to design and fabricate a specialty hand splint to enable the client to write legibly while protecting joints.” Outcome measures are written without an adequate baseline of function to measure change. For

example, the payment reviewer identifies a feeding goal in the progress note, but there is no evaluation of eating or swallowing skills to know where treatment is starting. Use the baseline of current performance as the first objective measure in developing outcome goals in the plan of care.

Intervention Note Pitfalls The frequency and/or duration of treatment have changed from the initial plan of care without documentation in the record of when or why this occurred. This can be most confusing for

payers, who are looking at the continuity 9

Write better, not more. Telling the story and painting the picture of the client’s problems and expected outcomes require us to be diligent in the way we describe our care.

of our treatment and the charges associated with attendance. To alert the payer and others of a change in frequency and/or duration, provide a statement in the client’s record documenting the change. For example, “The client’s frequency of attendance has been reduced today from two to one session per week, as progress has been good and the reduction will enable the therapist and the client to evaluate whether success can be maintained at a reduced frequency of sessions.” Documentation is inadequate to determine the client’s status relative to the identified functional goals.

For example, “The client continues to actively participate in treatment activities.” Instead, document the client’s status by identifying the specific outcome being addressed and how the client is responding. For example, “The client is working on independent lower extremity dressing skills and has improved this session from assistance needed for standing balance and verbal cues to stand-by assist.” Documentation of services for the intervention session does not match the description of the code being billed, or the date of billing does not match the intervention note date. Coding

descriptions serve the purpose of clearly identifying the services being rendered and the payment that matches them on the day they occurred. Make the coding, descriptions, and dates within intervention notes consistent. When coding is inconsistent with the actual services being documented or the billing date does not have documentation to match the intervention date, fraud is suspected. Non-billable time is included in the total treatment time being documented. Actual treatment time does not 10

include indirect time, such as set-up, rest periods, documentation time, or conferences. When billing, reflect actual treatment time, not the time the client spent in your facility or indirect services. Documentation is repetitive for each treatment note and does not indicate a change in the treatment plan of care, despite the client’s inability to sustain gains and show any significant improvement.

Gains toward treatment goals, even goals for maintenance, require a change from the baseline performance within a reasonable period of time, taking into account any co-morbidity affecting care. Electronic documentation has provided the payer with the ability to look at practice patterns and compare providers outside the norm. If treatment is not effective, then payment for the services may be denied. Treatment notes do not identify that supervision of the occupational therapy assistant has occurred in accordance with any state licensure requirements.

A statement documenting that this case has been reviewed by the therapist and plans should continue as is or changes should be made to goals or intervention will make it clear that supervision of the assistant is occurring. State licensure rules will always take precedence if they require more stringent supervision than that of the payer.

Progress Note Pitfalls The outcome measures (goals) are not client centered or measureable. The goals identify what the

therapist has planned rather than what AUGUST 24, 2015 • WWW.AOTA.ORG

the client will achieve. For example, “The client will complete a cognitive assessment within the next week” is a therapist plan of care, not a client outcome goal. Outcome measures need to be client centered and measureable. For example, “The client will follow a two-step direction during a board game with no verbal cues.” Abbreviations are used that are familiar only to the therapist and are not identified on the facility’s list of accepted medical abbreviations. For

example, the abbreviation “NCGF” is used in a progress report. The therapist meant “No Caregiver Follow Through,” but this would hardly be a commonly understood abbreviation. Use of texting abbreviations is also not acceptable in the medical record. Use approved abbreviations so that all are able to understand the written record. Intervention activities are used as outcomes rather than functional performance. For example, “The child

will walk four steps forward on a lowered balance beam without falling” is the intervention activity, not the functional outcome. Indicate how your intervention activities achieve the functional performance outcome. For example, “The child will put each leg into shorts during morning dressing routine, maintaining balance with minimal assist.” Documentation indicates a lack of coordination and duplication of services. For example, the client is being

seen by two different therapy disciplines, and the goals and treatment appear to be the same. Therapy coordination and discipline-specific goals will prevent the payer from discontinuing services of one provider because of perceived duplication of services. Each of our therapy disciplines exists in different paradigms; OT PRACTICE • AUGUST 24, 2015

make that evident in your documentation. Documentation does not address each original goal in the progress report, and it is unclear which goals are current and which have been met or changed. Address the status of treatment

goals in the progress note. Do not drop or change goals without identifying why this has occurred.

Skilled treatment is not routinely evident in the documentation.

Skilled therapy statements written throughout the record justify the continued medical necessity of treatment. Use verbs such as evaluate, fabricate, analyze, tailor, grade, develop, design, optimize, stabilize, and educate to describe skilled service in progress notes.

Discharge Summary Pitfalls Documentation does not identify appropriate carryover training for the caregiver.

Include comments in the documentation about what carryover training has occurred and the caregiver and client’s response to this training. The continued success of therapy after discharge is often aided by family members who have been trained in assisting the client to maintain such things as an exercise program or cueing needed for successful participation in daily activities. Progress toward all goals is not documented.

The discharge summary is the last opportunity to justify the necessity for the skilled services that were provided and the progress toward each goal. Case reviewers will often

For More Information

www

AOTA Website Resources http://www.aota.org/Prac tice/Manage/Reimb.aspx

AOTA Specialty Conference: Effective Documentation— The Key to Payment & Articulating Our Distinct Value October 2–3, 2015; Schaumburg, IL (suburban Chicago) www.aota.org/documentation Occupational Therapy Manager, 5th Edition Edited by K. Jacobs & G. L. McCormack, 2010. Bethesda, MD: AOTA Press. To order, call toll free 877-404-AOTA or shop online at store.aota.org, and enter order #1390C. $89 for members, $126 for nonmembers.

compare the initial evaluation and plan of care with outcomes identified in the discharge summary.

Conclusion Effective documentation is the key to reimbursement. All payers are looking at whether the outcome was cost effective in light of limited health care dollars. Documenting the skilled service we offer and successful client outcomes in a succinct and descriptive manner will enable clients and payers to clearly see the benefit of their spent dollars. Understanding the do’s and don’ts of what should be included in our written documentation will enable occupational therapy practitioners to decrease time spent on documentation and facilitate payment of the claim. Cathy Brennan, MA, OTR/L, FAOTA, is a private consultant specializing in documentation and coordinates the Peer Review System for the Minnesota Occupational Therapy Association.

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Gloria Frolek Clark Susan M. Cahill Carole Ivey

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O

ccupational therapists working in preschool or school environments gather data across multiple settings to facilitate participation and engagement within the student’s educational environment (e.g., classroom, playground, cafeteria, bathroom, hallways). Documentation provides a critical chronological, legal record of occupational therapy services and student performance. One framework to organize and document these data efficiently is the Review, Interview, Observe, and Test (RIOT)/ Instruction, Curriculum, Environment, Learner (ICEL) Matrix (Hosp, 2006, 2008; Wright, 2010). This framework allows the user to organize four potential sources of information (RIOT) within key domains of the education setting (ICEL). Instruction refers to how the content is taught, curriculum refers to what content is taught, environment refers to the context and conditions for learning, and learner refers to the student’s unique capacities and traits. The learner is listed last on purpose; if the first three domains are “just right,” the learner will learn. The RIOT/ICEL matrix shares many of the same ideas as the Occupational Therapy Practice Framework: Domain and Process, 3rd Edition (American Occupational Therapy Association [AOTA], 2014a), including context/environments (environment); client factors, performance skills, and performance patterns (learner); and occupations and activities.

Occupational therapists use data from these areas to determine the need for services as well as the effectiveness of services. (Note: Although occupational therapy assistants are actively involved in data collection and service delivery, for this article, the term occupational therapist is used because occupational therapists are responsible for all aspects of the service delivery process and must be directly involved during the initial evaluation and ongoing intervention as well as supervise the occupational therapy assistant [(AOTA, 2014b]). Quantitative data should be gathered “for the purpose of establishing a baseline and monitoring the student’s program” (Frolek Clark & Miller, 1996, p. 705). When using the matrix, data may be entered in any order, but avoid leaving empty boxes. For example, an occupational therapist may begin with review and enter the information about the curriculum first, since he or she works in the district. Then the therapist may review the student’s school educational record and enter pertinent data under instruction, environment, and learner. Each of these RIOT strategies will be further described. When data is applicable to more than one section, place it in only one. See Table 1 on page 14 for examples.

Review A complete and thorough record review provides information about the history and nature of the concern. Data, such as the number of days the student missed AUGUST 24, 2015 • WWW.AOTA.ORG

PHOTOGRAPHS © ISTOCK & THINKSTOCK

The occupational therapist uses information from many sources to gather quantitative and qualitative data about the curriculum, instruction, environment, and student.

PHOTOGRAPHS © ISTOCK & THINKSTOCK

School Practice Documentation

Documenting and Organizing Quantitative Data school, scores on state and previous assessments, office disciplinary referrals, report cards, portfolios, and medical and educational history, can be used in decision making. The purpose of reviewing these data is to determine supports or barriers to the student’s current participation/performance and to gather baseline performance data.

PHOTOGRAPHS © ISTOCK & THINKSTOCK

PHOTOGRAPHS © ISTOCK & THINKSTOCK

Interview Occupational therapists working in the schools are familiar with interviewing multiple sources when conducting student evaluations. However, the challenge in interviewing sources is gathering specific qualitative and quantitative data that will allow for identifying supports and barriers to occupational performance and for measuring progress (e.g., baseline and changes). Interview questions may be structured or informal and are typically open ended. Each source can contribute different information (e.g., parent, teacher, playground aide). Current teachers, past teachers, teacher assistants, and the student will be able to provide information about the instruction, curriculum, environment, and typical routines during the school day. Whether the concern is academic or non-academic, knowing which skills are important to the teacher and the school is necessary (e.g., student should write his or her name, line up when the bell rings, put on a coat, change clothes after gym). Identifying the amount and type of instruction that has been provided allows the therapist OT PRACTICE • AUGUST 24, 2015

to determine the effectiveness of the instruction. Learning about the structure, delivery, and routines of the instruction or program can help determine whether it was done with fidelity. Qualitative data are often obtained during interviews and can be used to identify the strengths and needs within the ICEL domains. Using open-ended questions, such as, “Tell me about Stu’s interactions with his peers and his friendships,” provides information from various viewpoints. Because of personal bias and subjectivity to responses, it is important to cross reference the information gained through interviews with other sources, as well as the student’s permanent records, and direct observation data. Quantitative data may also be obtained during the interview. For example, a teacher may refer to his or her grade book to identify the number of times a student has not handed in homework (compared with the class average). To gather data on the learner, possible sources include teachers, teacher assistants, parents, past teachers, and the students themselves. Ask questions about educational, medical, and developmental history; motivation; and current academic and social behavior performance. After hearing qualitative data, such as, “Jesse has difficulty completing homework on time,” probe deeper with questions to gather quantitative data, such as, “How many other students in your classroom are not turning in their homework?” 13

Table 1. Sample of RIOT/ICEL Matrix Completed by an Occupational Therapist Brad, Grade 1

All occupation areas were reviewed. Ones that were problematic include: Social participation (sitting in seat) and Education (difficulty with fine motor/writing skills).

Instruction

Curriculum

Environment

Learner

Review

Attended kindergarten last year

Handwriting Without Tears curriculum

28 students in this classroom

• No medical information in file • Education records indicate student missed 15 days of school

Interview

• Brad seems to learn better with teacher-directed and small-group format. • Teacher reports that following individual direction, Brad works for 3 minutes independently, then needs to be cued.

School curriculum requires: Write first name on the line, write lower case letters within the lines, copy words from the board, write sentences in a journal. Complete fine motor activities (e.g., cutting out various pictures, coloring and drawing pictures, managing glue sticks).

Teacher reports large class size and increase in students (six) receiving special education services; very stressful without any other adults to help; feeling she can’t help all of the kids.

From Teacher: • Brad typically stands by his desk to complete his work. • Brad frequently scribbles on his paper or tears it up. • Brad does well in academics, but has difficulty writing letters and numbers. • Brad is unable to write his first name on his paper; he frequently reverses lower case letters.

Teacher frequently calls on students in the first row. Teacher asks a question and waits 5 to 7 seconds for a response.

Following class discussion, students were expected to complete a fill-in-the-blank worksheet using their sight word list.

• Brad sits near three other students who receive extra help for behavior and reading. They appear to be distractors for him working independently. • His seat is near the window, which appears to be a distractor. • Variety of writing materials and desk models available to support writing.

• Brad frequently needs 20–30 seconds to process auditory information before he is able to contribute to class discussions. • During 15 minutes, Brad completed only one of the six questions on worksheet (24:28 peers finished).

• District writing probe during 1st quarter. Brad wrote 6:26 lower case letters and 0:8 words. Peers scores ranged from 23 to 26 letters and five to eight words. • Portfolio review: Brad did not write any legible sentences during 4 days of journaling, compared with two peers who each wrote two sentences, ranging from four to six words. Pictures were cut in half rather than following outline. • Fine motor tasks—OT within the classroom (used classroom materials used within the classroom, led by OT): • Cutting using classroom materials—Brad cut off the animal’s tail and had eight errors that were 1/2" from the line (compared with 24:28 students’ projects within 1/4" of the line). • Coloring using classroom materials—Brad was outside of the picture borders for the entire picture (compared with 25:28 students who colored within at least 80% of the boundaries.

When Brad sat in chair, he fell out three times when trying to color around edges. OT allowed Brad to choose sitting on an inflatable cushion, inflatable ball, or standing. He tried all three and sat on the inflatable ball. No falls occurred during the 4 minutes on the ball.

• Brad has difficulty using two sides of his body to complete tasks (e.g., hold paper and cut). • Easily frustrated with tasks that require dexterity and motor planning

Observe

Test/Tools Brad needs verbal

instructions as well as modeling.

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From Parent: • Brad refuses to do fine motor activities at home. He just wants to play on iPad.

AUGUST 24, 2015 • WWW.AOTA.ORG

Observation Occupational therapists play an integral role in collecting data as part of problem identification. Information gained from observations can lead to the educational team’s better understanding of the cause of the student’s academic, nonacademic, or behavioral problems. Observations can also assist the team in comparing the student’s performance with that of his or her peers. “One of the important advantages of carefully executed quantitative observations is that the findings can serve as a baseline against which progress can be measured” (Coster & Frolek Clark, 2014, p. 90). Structured observation should be planned carefully to identify the behavior in observable terms (putting on coat, sitting in chair, lining up, writing in journal) and within the typical context for observation. The type of measurement (e.g., time elapsed or frequency count) should be based on the type of performance. Direct observations should occur in the student’s typical classroom environment within the natural routine, if possible. Use the four main components of ICEL to focus on the student’s response to the teacher’s instructional strategies, the student’s ability to work through curricular exercises, the impact of the physical and social aspects of the environment on the student’s learning and participation, and the student’s unique characteristics (Wright, 2010). The occupational therapist should approach direct observations systematically and select or devise quantitative methods that are appropriate for capturing the student’s performance with certain tasks or in certain environments. Three examples of measurements by an occupational therapist may include (1) interval recording data focusing on on-task behavior for a student with suspected attention problems by rating the student’s behavior at specific intervals of time (e.g., every 3 minutes); (2) duration data using the number of seconds (or minutes) a student with self-care difficulties needs to complete his or her morning routine (e.g., enter school building, go to locker, take off coat, hang up coat, take materials out of book bag, place book bag in locker, close locker door, enter classroom, sit in assigned seat); and OT PRACTICE • AUGUST 24, 2015

For More Information Pediatric Virtual Chats http://alturl.com/jh2fx

Best Practices in School Occupational Therapy By G. Frolek Clark & B. E. Changler, 2013. Bethesda, MD: AOTA Press. To order, call toll free 877-4-4-AOTA or shop online at store.aota.org. and enter #900344. $89 for members, $126 for nonmembers. CE Chapters School Occupational Therapy Documentation By G. Frolek Clark, 2014. Bethesda, MD: American Occupational Therapy Association. (Earn .15 AOTA CEUs/1.88 PDUs/ 1.5 contact hours.) To order, call toll free 877-404-AOTA or shop online at store.aota.org, and enter order #SC11C344. $45 for members, $60 for nonmembers.

(3) frequency data focusing on recording/ counting the frequency with which a student with suspected social and emotional difficulties initiates interactions with peers during recess. All of these provide baseline as well as ongoing data for decision making.

Test School-related performance tests and tools provide the team with information about the student’s performance in schools. Occupational therapists may use the results from tests, classroom probes, or assessments normed for that district for evaluation, progress monitoring, or intervention planning. Occupational therapists should use tools designed to evaluate school-related performance (e.g., School Function Assessment; Coster, Deeney, Haltiwanger, & Haley, 1998). Our environment and context influence performance (AOTA, 2014a). Try various environmental adaptations, modifications, or equipment, and document changes in the student’s performance.

Conclusion The occupational therapist uses information from many sources (e.g., review, interview, observation, tests) to gather quantitative and qualitative data about the curriculum, instruction, environment, and the student. These data are used to make decisions about services, establish goals, monitor the student’s progress on meeting these goals, and determine effectiveness of occupational therapy intervention. References American Occupational Therapy Association. (2014a). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 50, S1–S48. http://dx.doi.org/10.5014/ajot.2014.682006 American Occupational Therapy Association. (2014b). Guidelines for supervision, roles, and responsibilities during the delivery of occupational therapy services. American Journal of Occupational Therapy, 68, S16–22. http://dx.doi. org/10.5014/ajot.2014.686S03 Coster, W., Deeney, T., Haltiwanger, J., & Haley, S. (1998). School Function Assessment. San Antonio, TX: Psychological Corporation. Coster, W., & Frolek Clark, G. (2013). Best Practices in school occupational therapy evaluation to support participation. In G. Frolek Clark & B. Chandler (Eds.), Best practices for occupational therapy in schools (pp. 83–93). Bethesda, MD: AOTA Press. Frolek Clark, G., & Miller, L. (1996). Providing effective occupational therapy services: Databased decision making in school-based practice. American Journal of Occupational Therapy, 50, 701–708. Hosp, J. L. (2006) Implementing RTI: Assessment practices and response to intervention. NASP Communiqué, 34(7). Retrieved from http://www. nasponline.org/publications/cq/cq347rti.aspx Hosp, J. L. (2008). Best practices in aligning academic assessment with instruction. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.363–376). Bethesda, MD: National Association of School Psychologists. Wright, J. (2010). The RIOT/ICEL Matrix: Organizing data to answer questions about student academic performance & behavior. Retrieved from http:// www.interventioncentral.org/sites/default/files/ rti_riot_icel_data_collection.pdf Gloria Frolek Clark, PhD, OTR/L, BCP, SCSS, FAOTA, is self-employed in Adel, Iowa, focusing on school and community practice. Susan M. Cahill, PhD, OTR/L, is an associate professor for the Occupational Therapy Program and associate director of Doctorate of Health Sciences Program at Midwestern University, in Downers Grove, Illinois. Carole K. Ivey, PhD, OTR/L, is an assistant professor for the Department of Occupational Therapy at Virginia Commonwealth University, in Richmond, Virginia.

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Evidence Perks

Melissa Stutzbach Deborah Lieberman

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n conjunction with the AOTA Evidence-Based Practice Initiative, AOTA Press has recently published two new Practice Guidelines: Occupational Therapy Practice Guidelines for Adults With Stroke (Wolf & Nilsen, 2015) and Occupational Therapy Practice Guidelines for Driving and Community Mobility for Older Adults (Stav, 2015). Both guidelines combine an evidence-based perspective with key concepts from the Occupational Therapy Framework: Domain and Process, 3rd Edition (AOTA, 2014) to provide an overview of the occu-

“The guidelines can provide OT practitioners with a tool to efficiently evaluate the amount and quality of evidence available for interventions to address motor, cognitive, psychosocial, and participation changes poststroke.”

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pational therapy domain and process and interventions for adults with stroke as well as driving and community mobility, respectively. Through outlining key evidence-based findings on the effectiveness of occupational therapy interventions in the topic areas, the guidelines are a useful tool for improving the quality of health care, enhancing consumer satisfaction, promoting appropriate use of services, and reducing health care costs. Current evidence for the Practice Guidelines is based on findings from systematic reviews that cover key concepts of interventions within the scope of occupational therapy practice. The systematic reviews were conducted by content experts with experience in critically appraising, synthesizing, and summarizing the research literature. For the guidelines on adults with stroke, four systematic reviews were completed. The systematic reviews focused on the effectiveness of interventions in the areas of cognitive impairments, motor impairments, psychological and emotional impairments, and occupation and social participation. Four systematic reviews were completed for the Practice Guidelines on Driving and Community Mobility for Older Adults. Three systematic reviews were on interventions to address cognitive function, visual function, motor function, driving skills, self-regulation and self-awareness, and the role of passengers and family involvement; modifications to the automobile; policy; and community mobility programs (e.g., alternative transportation, walkable communities, education, driving cessation programs, pedestrian programs). The fourth systematic review examined the evidence supporting clinical assessments (vision, cognition, physical function) and performance-based assessments (simulated and on road) for determining driving safety and competence and the need for driving cessation for older adults. We asked authors Dawn Nilsen and Tim Wolf about the benefits of the Practice Guidecontinued on page 18 AUGUST 24, 2015 • WWW.AOTA.ORG

PHOTOGRAPH © EVAFOTOGRAFIE / ISTTOCK

Marian Arbesman

PHOTOGRAPH © THINKSTOCK

New AOTA Practice Guidelines on Stroke and Driving and Community Mobility for Older Adults

Practice Perks

Occupational Therapy Pediatric Practice and the New DSM-5 Changes in the DSM-5 to the diagnoses of ID and ASD provide an opportunity for occupational therapists to participate in the diagnostic process by addressing adaptive functioning skills and severity of sensory processing behaviors.

PHOTOGRAPH © EVAFOTOGRAFIE / ISTTOCK

PHOTOGRAPH © THINKSTOCK

Winifred Schultz-Krohn

OT PRACTICE • AUGUST 24, 2015

Q A

I am a school-based occupational therapist who works with children in special education. With the introduction of the Diagnostic and Statistical Manual, Fifth Edition (DSM-5), what practice or system-based issues must I anticipate?

The DSM-5 was released in 2013 after much discussion and review (American Psychiatric Association [APA], 2013). Several changes occurred in this latest version of the manual that affect occupational therapy practice. One of the biggest changes is the removal of axis codes from the process of diagnosing various conditions. This was done to provide increased precision to the diagnostic process. The DSM-5 affects pediatric occupational therapy practice when considering the changes in several diagnostic conditions, including intellectual disability (ID) and autism spectrum disorder (ASD). ID had been

used for several years prior to the release of the DSM-5 to replace the term mental retardation, but while clinicians used the term ID, they still used the criteria for mental retardation from the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR). The DSM-5 changed the diagnostic criteria for ID: For an individual to meet the criteria of ID, that person must display intellectual functioning that is significantly compromised, but he or she must also have significant impairment in adaptive domains of functioning, such as Conceptual, Social, or Practical (Papazoglou, Jacobson, McCabe, Kaufmann, & Zabel, 2014). The level of severity of ID in the DSM-5 differs from how severity of mental retardation was conceptualized under DSM-IV-TR. Severity of ID under DSM-5 uses the same terms as the DSM-IV-TR of mild, moderate, severe, and profound, but the severity is not based solely on intelligence quotient scores. The criterion for ID and level of severity is a combination of factors under the DSM-5. But researchers have expressed concern about identification of individuals based on the DSM-5 criteria. In a comparison of the criteria between the DSM-5 and the DSM-IV-TR, Papazoglou et al. (2014) found that 9% of individuals diagnosed under the DSM-IV-TR criteria did not meet the criteria under the DSM-5, but those individuals definitely had cognitive, functional, and adaptive compromises. The impact for the pediatric occupational therapy practitioner is that occupational needs may not be recognized for individuals, and the child will not be appropriately referred for services. The occupational therapist must advocate for a comprehensive functional evaluation that clearly reflects the adaptive functioning for children. Within the educational setting, the occupational therapist can be a valuable and important member of the student study team to develop the most appropriate educational plan for the child. 17

The second diagnostic condition to be discussed is that of ASD. The DSM-5 combined the previous, separate diagnoses within DSM-IV-TR of childhood disintegrative disorder, pervasive developmental disorder–not otherwise specified, Asperger’s syndrome, and autism disorder under the larger category of ASD (Reszka, Boyd, McBee, Hume, & Odom, 2014). There is an addition of a severity level that is required with the diagnosis of ASD. These three severity levels are Level 1: requiring support; Level 2: requiring substantial support, and Level 3: requiring very substantial support. The level of severity of ASD symptoms requires careful assessment of skills, abilities, and problems. Merely identifying the presence or absence of various symptoms is not sufficient. Reszka et al. (2014) investigated the sensitivity of various instruments, and the Autism Diagnostic and Observation Schedule had better overall sensitivity to detect ASD across severity levels. The Childhood Autism Rating Scale tended to under identify children with ASD who were higher functioning. This under identification could place a child at a disadvantage within the educational setting by not providing sufficient supports. The occupational therapist can contribute to the educational assessment by using instruments that address functional concerns, such as social participation and play. The ASD criteria in the DSM-5 also include a severity level for restricted interests and repetitive behaviors that recognizes the difficulties of integrating sensory information and usual sensory processing behaviors (Wigham, Rodgers, South, McConachie, & Freeston, 2015). The identification of severity of restrictive and repetitive behaviors should include assessment of sensory processing issues. “Sensory under responsiveness and sensory over responsiveness were significantly associated with repetitive motor” behaviors and insistence on sameness (Wigham et al., 2015, p. 943). The Short Sensory Profile (SSP) was used to assess sensory processing behaviors in this investigation. The Sensory Profile and SSP have been used extensively in research on sensory processing behaviors, but Schaaf and Lane (2015) argued for using both report and observational instruments to identify the severity of 18

sensory processing behaviors seen in children with ASD. The occupational therapist can contribute to identifying the severity level for restricted interests and repetitive behaviors by conducting sensory processing assessments and providing expert observational assessments of behavior. The changes in the DSM-5 to the diagnoses of ID and ASD provide an opportunity for occupational therapists to participate in the diagnostic process by addressing adaptive functioning skills and severity of sensory processing behaviors. Understanding these changes better positions the occupational therapist as an important member of the diagnostic team. References American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Association. Papazoglou, A., Jacobson, L. A., McCabe, M., Kaufmann, W., & Zabel, A. (2014). To ID or not to ID? Changes in classification rates of intellectual disability using the DSM-5. Intellectual and Developmental Disabilities, 52, 165–174. Reszka, S. S., Boyd, B. A., McBee, M., Hume, K. A., & Odom, S. L. (2014). Brief report: Concurrent validity of autism symptom severity measures. Journal of Developmental Disorders, 44, 466–470. Schaaf, R. C., & Lane, A. E. (2015). Toward a best-practice protocol for assessment of sensory features in ASD. Journal of Developmental Disorders, 45, 1380–1395. Wigham, S., Rodgers, J., South, M., McConachie, H., & Freeston, M. (2015). The interplay between sensory processing abnormalities, intolerance of uncertainty, anxiety, and restricted and repetitive behaviours in autism spectrum disorder. Journal of Developmental Disorders, 45, 943–952. Winifred Schultz-Krohn, PhD, OTR/L, BCP, SWC, FAOTA, is a professor of occupational therapy at San Jose State University and engaged in clinical practice with a pediatric diagnostic team. She is Board Certified in Pediatrics and is the current chair of the AOTA Commission on Continuing Education and Professional Development. Wynn is also the co-editor of the past two editions of the textbook Pedretti’s Occupational Therapy Practice Skills for Physical Dysfunction.

Write for OT Practice! See author guidelines at www. otpractice.org

Evidence Perks New Practice Guidelines continued from page 16 lines for Adults With Stroke. According to Wolf, “The guidelines can provide OT practitioners with a tool to efficiently evaluate the amount and quality of evidence available for interventions to address motor, cognitive, psychosocial, and participation changes poststroke.” Nilsen also finds the case studies featured in the guidelines to be a valuable resource for practitioners: “The case studies provide examples of how the evidence can be used to inform treatment planning and implementation decisions across the various phases (e.g., acute care, rehabilitation, community living) of the stroke recovery process.” The Practice Guidelines now include an Executive Summary, a brief, digestible synopsis of key findings as well as recommendations and implications for occupational therapy practice. The summaries can be used as a quick reference for occupational therapy practitioners to provide quality, evidence-based services. AOTA is committed to developing new Practice Guidelines and revising those already published on a regular basis to ensure that occupational therapy practitioners and external audiences have the best available scientific evidence and recommendations to support decision making that promotes a high-quality health care system. All Practice Guidelines are available at AOTA’s store. To learn more, visit www.aota.org/Practice/Researchers/ practice-guidelines. References American Occupational Therapy Association. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68, S1–S48. http://dx.doi. org/10.5014/ajot.2014.682006 Stav, W. (2015). Occupational therapy practice guidelines for driving and community mobility for older adults. Bethesda, MD: AOTA Press. Wolf, T. J., & Nilsen, D. M. (2015). Occupational therapy practice guidelines for adults with stroke. Bethesda, MD: AOTA Press. Marian Arbesman, PhD, OTR/L, is president of ArbesIdeas, Inc., and an adjunct assistant professor in the Department of Rehabilitation Science at the State University of New York at Buffalo. She has served as a consultant with AOTA’s Evidence-Based Practice Project since 1999. Melissa Stutzbach, MS, OTR, is the project coordinator for AOTA’s Business Operations Division, staff liaison to the Assembly of Student Delegates, and a contributor to the Evidence-Based Practice Project. Deborah Lieberman, MHSA, OTR/L, FAOTA, is the program director of AOTA’s Evidence-Based Practice Project and staff liaison to the Commission on Practice. She can be reached at [email protected]. AUGUST 24, 2015 • WWW.AOTA.ORG

In the Community

A Backpack Awareness Day Collaboration Deb Zeitlin Krystle Velasco

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fforts by clinical staff at an outpatient pediatric clinic, Treehouse Pediatric Therapy, in Woodridge, Illinois, combined with the help of a fieldwork student and resources from AOTA, contributed to the success of a local National Backpack Awareness Day event last year, on September 17, 2014. Our efforts began with a visit to the AOTA website, at www.aota.org/Conference-Events/ Backpack-Safety-Awareness-Day, which provides information on how to spread the word about a backpack awareness event, how to write a press release, what information and resources to provide to event attendees, and more. After first registering our planned event with AOTA, Treehouse began to spread the word locally and on the Internet. Locally, we sent out several press releases to local news organizations using templates posted on OT Connections (and available through that same AOTA link).

At the clinic we displayed several posters and advertisements. Therapists at Treehouse also promoted the event, which was held at our clinic, through word of mouth within the community. Two weeks prior to our planned “weigh-in,” we included some therapeutic activities related to backpacks during occupational therapy sessions. For example, some of our students colored backpack coloring pages, while others searched for puzzle pieces hidden within a backpack. On the Internet, the clinic used Facebook and Twitter to spread awareness of the event, which as a result of our outreach efforts was promoted by a few local online calendars. We also e-mailed the local school districts to ask them to distribute information about backpack awareness. Event promotion took about an hour overall and was totally free of charge because all of the resources were available through AOTA’s website. As part of helping plan and implement the event, our fieldwork student made the backpack weigh-in recording poster we used for participants and compiled AOTA backpack awareness resource sheets into one informational binder. Because some participants of the event came in with their backpacks during times when the therapists were in session, the fieldwork student also helped manage the weigh-in process, in which we weighed participants and their backpacks and provided suggestions on how to properly load them according to individual needs.

Finding Success PHOTOGRAPH © SHIRONOSOV / THINKSTOCK

In a single afternoon, the weigh-in directly reached about 15 community participants and clients who wanted to participate onsite, in addition to families who only wanted written information. Of those who participated in the weigh-in, 25% were at risk because of the weight they were carrying in their backpacks during the weigh-in. OT PRACTICE • AUGUST 24, 2015

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of the clinic also retweeted and shared information about our event, knowing that National Backpack Awareness Day is once a year, but that the information about backpack safety can be shared year round.

Plan Your Own...

Deb Zeitlin, MS, MA, OTR/L, graduated from Rush University in 2009 and has been working primarily in outpatient and school settings. Krystle Velasco, MOT, OTR/L, was a 2014 graduate from Midwestern University and currently works at Treehouse Pediatrics.

Backpack Awareness Day Event for this year, on September 16! For resources, visit www.aota.org/Conference-Events/ Backpack-Safety-Awareness-Day.

ILLUSTRATION BY JENNIFER FOLDEN FOR AOTA

Children who carried more than a single hardback book were often close to the 10% weigh-in level. On average, the hardback books ranged between 3 and 5 pounds each! Children who carried any sort of textbook and musical instrument were also at risk of exceeding the recommended limit. Many of the clinic parents expressed concern during the event about their children carrying an extra set of shoes in addition to books, lunch, and a water bottle. For that our advice was to call the school and see whether the children could leave a pair of shoes at school and ask for a desk set of textbooks. We also helped adjust the straps on the backpacks and bags of a number of participating kids. From the postings about the weigh-in on free local news and events sites, a local university learned about the event and wrote a story on it and National Backpack Awareness Day in general that was featured in the school’s print newspaper and online. We shared the link on Facebook and Twitter, and friends

Occupational Therapy Department Tenure-track, Open Rank Faculty Position The Panuska College of Professional Studies is very proud to announce the opening of a state-of-the-art Center for Rehabilitation Education housing the Occupational Therapy, Physical Therapy and Exercise Science programs. It features many opportunities for research and creative programming: • 3 Pediatric Rehab labs with Sensory Room • ADL apartment with simulated environments • Hand Rehab lab • Low Vision and Developmental Visual labs • Opportunities to collaborate with Physical Therapy and Exercise

Science specialized labs including Motion Analysis and Body Composition Analysis • On-site, pro-bono clinic

Position begins August 2016 in an accredited 5 year Master of Science in Occupational Therapy program. This is a 9 month full-time position. Qualified applicants must have an earned non-clinical doctorate (e.g., Ph.D., Ed.D.) in occupational therapy or related field. The successful candidate will demonstrate an area of clinical expertise, the ability to facilitate faculty mentored student research, and a record of teaching effectiveness.  Leadership opportunities are available for candidates with strong qualifications. The candidate must be eligible for licensure as an occupational therapist in Pennsylvania.  Applicants should have an earned, non-clinical doctorate in occupational therapy or a related field, those with a completed doctoral degree by August 1, 2016 will be considered. The University of Scranton is, by tradition and choice, a Catholic and Jesuit university. The successful candidate will have an understanding of and commitment to the goals of Jesuit education. The University’s mission statement may be found at www.scranton.edu/mission. The University is committed to developing a diverse faculty, staff, and student body and to modeling an inclusive campus community which values the expression of differences in ways that promote excellence in teaching, learning, personal development and institutional success.

The University of Scranton is an EOE Employer/Educator. Veterans, minority persons, women and persons with disabilities are encouraged to apply.

Applicants must apply online at https://universityofscrantonjobs.com and include a letter of application summarizing qualifications, curriculum vitae, and contact information for three references. Applications will be reviewed until the position is filled. D-7436

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AUGUST 24, 2015 • WWW.AOTA.ORG

Social Media Spotlight

OT Advocates Take Over DC

How Heavy Is Your Backpack?

Download this sheet

Fill in weight

AOTA’s OT Hill Day Is September 28! Want to advocate for the profession? Join us in Washington, DC, on September 28. Can’t make it in person? Participate in virtual hill day from anywhere. Follow the #OTHillDay hashtag on Twitter and Instagram, and take and share your own pictures.

PHOTOGRAPHS BY STEPHANIE YAMKOVENKO FOR AOTA; CAROL POCIECHA-PALM (HILL DAY INSET); AND THINKSTOCK (BOTTOM, RIGHT)

www.aota.org/hillday

 ave experience developing visual activities for children H with an autism spectrum disorder? A retired OT wants to collaborate with other creative practitioners. www.aota.org/otc/visual-artist  n OT developing an early intervention pilot program for A rural locations seeks online or electronic assessments to determine eligibility. Know any assessments that are good for a telehealth service delivery model? www.aota.org/otc/ei-telehealth  ow do you motivate 2 to 4 year olds who are noncomH pliant with treatment? A pediatric OT seeks ideas on how to better engage or reward children with delayed milestones or poor impulse control. Share what works for you. www.aota.org/otc/motivate-clients OT PRACTICE • AUGUST 24, 2015

AOTA’s National School Backpack Awareness Day is September 16! Help raise awareness about backpack safety by holding a weigh-in event. Download and print our handouts, including the new Backpack Weigh-In Sheet, and share photos with #backpacksafety. www.aota.org/backpack-handouts

Are You a New Practitioner? If you recently graduated from OT or OTA school, check out our group just for you. We share tips on writing effective resumes, documentation dos and don’ts, best answers to job interview questions, and more. It’s free to join! www.aota.org/otc/ recent-grad 21

Continuing Education Opportunities To advertise your upcoming event, contact the OT Practice advertising department at 800-877-1383, 301652-6611, 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. ber price: $450 (before August 28). Call  337-261-9188  or visit www.healthehabitsforliving.com.

S E PT E M B ER

Birmingham, United Kingdom

Sept. 10–12

4th European Congress of Sensory Intergration (ESIC 2015). Sensory integration (SI) is changing the world. Come and find out how during 3 days of life-changing learning in Birmingham, United Kingdom. Hosted by SI Network (UK & Ireland), the theme of ESIC 2015 is “Sensory Integration across the Lifespan: The Art and Science,” with key speakers including Professor Roseann Schaaf, Dr. Diane Parham, and Dr Tina Champagne. The scientific program, chaired by Dr. Zoe Mailloux, includes evidence from within the field of neuroscience, assessment and measures of SI and sensory processing  difficulties and evidence for the treatment of sensory processing difficulties, including Ayres Sensory Integration Therapy, sensory strategies, and more. Workshops, including “An Introduction to Ayres SI Guidebook for Children With Autism,” will be held on September 10. Sponsorship,  including exhibitor packages, is available. To book places, please visit www.esic2015.eu/booking.

Spokane, WA

Sept. 19–20

The Impact of Disabilities, Vision, & Aging and their Relationship to Driving. This 2-day seminar has been developed for traffic safety/driver education professionals with limited knowledge of disabilities, as well as for health professionals who wish to apply their knowledge of the different types and levels of disabilities to the driving task. Topics include age-related impairments; acquired, congenital, and developmental disabilities; the driver assessment process; and adaptive driving equipment and vehicle modifications. Contact ADED at 866-672-9466. Visit our website at www.aded.net.

Chicago, IL

Sept. 25–27

Evaluation & Intervention for Visual Processing Deficits in Adult Acquired Brain Injury Part II. Faculty: Mary Warren PhD, OTR/L, SCLV, FAOTA. Continuation of Part I course, this intense, hands-on practicum teaches participants the specifics of evaluation and intervention for visual processing deficits from brain injury, including eye movement disorders, hemianopsia, reduced visual acuity, and visual neglect. Offered only once a year. Contact www.visabilities.com, call 888-752-4364, or fax 205-823-6657.

OCTOBER

Indianapolis, IN

Oct. 3–11

Oct. 16–17                   

19th Annual DIR Floortime Conference. This year’s conference features a keynote presentation from John Elder Robison, author of Look Me in the Eye, Be Different, and Raising Cubby that are the most widely read accounts of life with Asperger’s in the world. The exciting new research on DIR Floortime will be presented with many sessions on autism, sensory processing, innovative therapy approaches, and much more. One and two day registration options are available starting at $129. Use promo code SAVE25 for 25% off registration. Hotel rates start at $59. AOTA CEU application is pending for up to 1.15 CEUs. Learn more and register at www.icdl.com.

The Cognitive Orientation to daily Occupational Performance (CO-OP Approach). This workshop will introduce the Cognitive Orientation to daily Occupational Performance (CO-OP). Initially developed for children with motor-based problems (DCD), COOP is now used more broadly for those with performance-based difficulties. Intervention is client centered and focuses on helping clients identify cognitive strategies to improve daily life performance. Instructor: Dr. Helen Polatajko. Contact: Mercy College SHNS, 914-674-7837, for questions, or [email protected] for details and registration. Pre-registration: $325-$400 (7/1–8/1); registration: $375-$450 (8/1–9/16). AOTA CEU Application Pending (for 13 contact hours/1.3 CEUs).

Columbus, OH

Baltimore, MD

Atlantic City, NJ

September 20-21

Sept. 25–26

The Ohio Occupational Therapy Annual Conference will be held from September 25 to 26 (preconference on September 24) at the Doubletree Columbus Worthington. Conference Theme: “Creating the Magic From Within.” Keynote speaker: Kevin Spencer, founder of Healing of Magic, who is the leading authority on the therapeutic use of magic in rehabilitation. We are now accepting proposals for speakers and posters. Exhibiting and advertising opportunities available. Please visit www.oota.org.

Nashville, TN 

Sept. 25–26

Managing Obesity and Other Chronic Diseases (13 hours).  Instructors: J. Hurley, OTR/L, CHT, and K. Hoffpauir, PT, MTC, CSCS. Incorporate intensive lifestyle interventions into practice using research-based, innovative solutions to chronic diseases (e.g. obesity, hypertension, diabetes, arthritis, cardiovascular disease) to help patients improve health and daily function. Healthe Habits for Living System is a structured, evidence-based program addressing weight management, pain management, nutrition, exercise, stress, billing strategies, and communication with health care teams. Member/nonmem-

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Oct 18–19

Irlen Screener’s Certification for Visual & Sensory Processing Disorders. Instructor: Shoshana Shamberg, OTR/L, MS, FAOTA. Identify symptoms, learning challenges, & provide targeted interventions for children/adults with sensory processing disorders affecting learning, attention, behavior, reading, math, handwriting, computer work, daily functioning, attention, self-regulation, TBI, strokes, chronic migraines, light sensitivity, vision, & autism. Universal Design, assistive technology, neurobiology, learning strategies. Extensive testing kit & interventions included. Also in Baltimore, MD, December 13–14, 2015. Abilities OT Services at www.AOTSS.com and www.irlenvlcmd. com. Internet learning options. Email [email protected]. Call 410-358-7269.

NOVEMBER

San Antonio, TX

sponsored by USC/WPS

Seattle, WA: Course 3: September 24–28, 2015 Los Angeles, CA: Course 3: October 22–26, 2015 Los Angeles, CA: Course 4: December 4–8, 2015 For additional sites and dates, or to register, visit www.wpspublish.com or call 800-648-8857 D-7435

has been developed for traffic safety/driver education professionals with limited knowledge of disabilities, as well as for health professionals who wish to apply their knowledge of the different types and levels of disabilities to the driving task. Topics include age-related impairments; acquired, congenital, and developmental disabilities; the driver assessment process; and adaptive driving equipment and vehicle modifications. This course will be held in conjunction with the Driving School Association of the America’s annual convention. Contact ADED at 866-672-9466. Visit our Web site at www.aded.net.

ONGOI NG

Online Course

Lymphedema Management. Certification courses in Complete Decongestive Therapy (135 hours), Lymphedema Management Seminars (31 hours). Coursework includes anatomy, physiology, and pathology of the lymphatic system, basic and advanced techniques of MLD, and bandaging for primary/secondary UE and LE lymphedema (incl. pediatric care) and other conditions. Insurance and billing issues, certification for compression-garment fitting included. Certification course meets LANA requirements. Also in Palm Beach Gardens, FL, Oct. 3–11. AOTA Approved Provider. For more information and additional class dates/locations or to order a free brochure, please call 800-863-5935 or visit www.acols.com.

Dobbs Ferry, NY

Sensory Integration Certification Program

Nov. 2–3

The Impact of Disabilities, Vision, & Aging and their Relationship to Driving. This 2-day seminar

Clinician’s View® offers unlimited CEUs for one low price. Three great options. 7 months for $177, 1 full year for $199, and Super Saver 2 full years for $299. More than 640 contact hours, more than 780 PDUs, and more than 100 courses of clinical video continuing education approved for CEUs by AOTA and accepted by NBCOT for PDUs. Approved by BOC for athletic trainers. Take as many courses as you want for the duration of your unlimited coupon. Go to www.clinicians-view.com for previews of all courses and details. Click on Unlimited CEU Offer. Phone: 575-526-0012.

Distance Learning and Workshops

PAMPCA—Physical Agent Modality Credentialing Course for the Occupational Therapy Practitioner. A unique distance-learning approach that complies with most state rules and regulations for certification. Scheduled 2-day workshops in Washington, DC, Oct. 3—4; San Diego, CA, Oct. 24—25; Alpharetta, GA, Oct. 31—Nov. 1; Philadelphia, PA, Nov 7—8; 2015, Rochester, NY, Nov 14—15; and Memphis, TN, Nov 21— 22, 2015. For additional information, workshops, or to register, visit www.svsu.edu/pampca or call 989-964-4048.

NEW! Online Course OT’s Contribution to Early Identification: Module 3 Autism Screening and Cultural Competency in Early Intervention, by Lesly W. James, PhD, OTR/L, FAOTA, Author, and Kris Barnekow, PhD, OTR/L, Course Editor. Module 3 introduces the learner to autism spectrum disorder (ASD), current diagnostic criteria for ASD, and the importance of early identification of ASD. The module examines the role of the occupational therapy practitioner in providing surveillance and screening services to families and children, who may be at risk for autism, and describes the criteria for selecting autism screening tools. Earn .15 CEU (NBCOT 1.88 PDUs/1.5 contact hours). Order #OL43, AOTA Members: $75.00, Nonmembers: $99.00. http:// store.aota.org

NEW! Online Course Cancer Series - Module 1: Impact of Psychosocial Aspects of Cancer on Occupational Engagement by Kathleen Lyons, ScD, OTR, Author; and Claudine Campbell, MOT, OTR, CLT and Lauro Munoz, MOT, OTR, CHC, Series Editors. This module, the first in AOTA’s Cancer Series, addresses three psychosocial challenges (distress, depression, and anxiety) and three psychosocial opportunities (lifestyle changes, spiritual growth, and life completion) that may occur within the context of cancer. Earn .15 CEU (NBCOT 1.88 PDUs/1.5 contact hours). Order # OL50, AOTA Members: $49.95; Nonmembers: $64.95. http://store.aota.org AUGUST 24, 2015 • WWW.AOTA.ORG

Continuing Education Opportunities Self-Paced Clinical Course

NEW! Online Course

Driving and Community Mobility: Occupational Therapy Strategies Across the Lifespan, edited by Mary Jo McGuire, MS, OTR/L, FAOTA, and Elin Schold Davis, OTR/L, CDRS. Driving and community mobility issues are complex and changes in independence are lifealtering. This comprehensive SPCC gathers researchers and clinicians in a team effort to offer expert guidance in this developing practice area. Earn 2 AOTA CEUs (25 NBCOT PDUs/20 contact hours). Order #3031, AOTA Members: $259, Nonmembers: $359. http://store.aota. org/view/?SKU=3031

Health Literacy: Effective Client Communication and Education by Cheryl Miller, DrOT, OTR/L. This clinically relevant interactive course is designed for occupational therapy practitioners who desire effective, meaningful, collaborative, and profes­sional interactions with clients and caregivers in any practice setting. Effective communication is required to help clients achieve desired outcomes and goals. Mobile Access—the course is easily viewed on a tablet making your learning portable and providing easy access to resources. Earn .2 CEU (2.5 NBCOT PDUs/2 contact hours). Order #OL362SC. AOTA Members: $65, Nonmembers: $89. http://store.aota.org

CD or Online Format Course OT Manager Topics, by Denise Chisholm, Penelope Moyers Cleveland, Steven Eyler, Jim Hinojosa, Kristie Kapusta, Shawn Phipps, and Pat Precin. Supplementary content from chapters in The Occupational Therapy Manager, 5th Edition with additional applications relevant to selected issues on management. Earn .7 CEU (8.75 NBCOT PDUs/7 contact hours). CD Course: Order #4880, AOTA Members: $184, Non-members: $277. Online Course: Order #OL4880, AOTA Members: $174, Nonmembers: $267. http://store.aota.org

CD or Online Format Course Everyday Ethics: Core Knowledge for Occupational Therapy Practitioners and Educators, 2nd Edition, by AOTA Ethics Commission and presented by Deborah Yarett Slater. Foundation in basic ethics information that gives context and assistance with application to daily practice and rationale for changes in the Occupational Therapy Code of Ethics and Ethics Standards 2010. Earn .3 AOTA CEU (3.75 NBCOT PDUs/3 contact hours). CD Course: Order #4846, AOTA Members: $95, Nonmembers: $136. Online Course: Order #OL4846, AOTA Members: $85, Nonmembers: $126. http://store.aota.org

CD or Online Format Course Ethics Topic—Duty to Warn: An Ethical Responsibility for All Practitioners, by Deborah Yarett Slater, Staff Liaison to the Ethics Commission. Professional, ethical, and legal responsibilities in the identification of safety issues in ADLs and IADLs as they evaluate and provide intervention to clients. Earn .1 AOTA CEU (1.25 NBCOT PDUs/1 contact hour). CD Course: Order #4882, AOTA Members: $45, Nonmembers: $65. Online Course: Order #OL4882, AOTA Members: $35, Nonmembers: $55. http://store.aota.org

CD or Online Format Course Ethics Topics—Organizational Ethics: Occupational Therapy Practice In a Complex Health Environment, by Lea Cheyney Brandt. Issues that can influence ethical decision making and strategies for addressing pressure from administration on services in conflict with code of ethics. Earn .1 AOTA CEU (1.25 NBCOT PDUs/1 contact hour). CD Course: Order #4841, AOTA Members: $45, Nonmembers: $65. Online Course: Order #OL4841, AOTA Members: $35, Nonmembers: $55. http://store.aota.org

CD or Online Format Course Ethics Topics—Moral Distress: Surviving Clinical Chaos, by Lea Cheyney Brandt. Complex nature of today’s health care environment and results in increased moral distress for occupational therapy practitioners. Earn .1 AOTA CEU (1.25 NBCOT PDUs/1 contact hour). CD Course: Order #4840, AOTA Members: $45, Nonmembers: $65. Online Course: Order #OL4840, AOTA Members: $35, Nonmembers: $55. http://store.aota.org

CD or Online Format Course Let’s Think Big About Wellness, by Winnie Dunn. Official documents and materials that support OT concept of wellness, interdisciplinary literature, and models from other disciplines. Earn .25 CEU (3.13 NBCOT PDUs/2.5 contact hours). CD Course: Order #4879, AOTA Members: $75, Nonmembers: $99. Online Course: Order #OL4879, AOTA Members: $65, Nonmembers: $89. http://store.aota.org OT PRACTICE • AUGUST 24, 2015

Online Course AOTA/Dynamic-Essential Skills for Communication in Healthcare Environments by Orit Simhoni, PhD, OTR/L, GCG, NCG. Based on interpersonal communication research and conflict resolution theory, the course offers the foundations of effective communication techniques for practitioners who work in the healthcare environment. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours. Order # OL2007. AOTA Member/Nonmember price: $59.00. Distributed Product. http://store.aota.org.

Online Course AOTA/Dynamic-Essential for End-of-Life by Kathleen O. Beauchesne, PhD, MBA, MSW, LCSW-C. Endof-Life (EOL) care is an essential arena of competence for all health care providers. As research in this area has grown over the years, professionals such as physicians, nurses, social workers and other allied health care professionals can gain competence and confidence in understanding and managing dying patients and their families. Earn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours). Order #OL3016. Member/Nonmember price: $171.00. Distributed Product. http://store.aota.org

Online Course

Assessment and Intervention

2-day hands-on workshop (1.6 CEU)

Assessment & Intervention 2008 Conference Schedule Training San Francisco, CA Learning Feb 29-Mar 1 CEU) Two Days of Hands-On (1.6 Burlington, NC Mar. 14-15 Houston, TX Mar 28-29

Upcoming Locations & Dates: McAllen, TX Apr. 4-5

Chicago, IL Apr 11-12 2015 San Antonio, TX Apr 19-20 Charleston, SC Apr 25-26 Tampa, FL September May 2-3 Schenectady, NY 12–13 Manhattan, NY Jul 17-18 Virginia Beach, VA Sep 20-21 Pasadena, TX September 18–19 Morganton, NC Sep 25-26 Chicago, IL Oct 10-11 Hickory, NCSC October Columbia, Oct 16-17 2–3 Sacramento, CA Oct 24-25 San Antonio, October Orlando,TX FL Nov 14-15 15–16 For additional info and to register, visit

www.beckmanoralmotor.com Minneapolis, MN October 23–24 Host a Beckman Oral Motor Conference in 2009! For Hosting info call (407) 590-4852, or email [email protected]

Orlando, FL November 5–6

For complete training schedule & information visit www.beckmanoralmotor.com Host a Beckman Oral Motor Seminar! Host info (407) 590-4852, or [email protected] D-7434

AOTA/Dynamic-Documentation Essentials—Medicare Part A in SNFs by Melissa Cohn Bernstein, OTR/L, FAOTA and Consultant/Subject Matter Expert: Nancy J. Beckley, MS, MBA, CHC. This intermediate level module is designed to provide a bird’s eye overview of the updated regulations, that govern the provision of therapy services and provide insight into how the overall payment system works under the MDS 3.0.. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). Order # OL30548. Member/Nonmember price $59.00. Distributed Product. http://store.aota.org

Online Course

Online Course

Online Course

AOTA/Dynamic-Evidence Based Practice, Part 1 The Basics by Thomas Cappaert, PhD, ATC, CSCS. This course is the first in a series and will cover the basic techniques used to apply research evidence to everyday clinical decision making. Earn .3 AOTA CEU (3.75 NBCOT PDUs/3 contact hours) Order # OL3070. AOTA Member/Nonmember price: $88.50. Distributed Product. http://store.aota.org.

Online Course AOTA/Dynamic-Evidence Based Practice, Part 2 Critical Appraisal of Meta-Analysis & Systematic Review Papers by Thomas Cappaert, PhD, ATC, CSCS. This course is the second in a series and will cover the techniques used to critically appraise research evidence in the form of meta-analysis and systematic review articles Earn .2 AOTA CEU (2.50 NBCOT PDUs/2 contact hours). Order# OL3071. AOTA Member/Nonmember price: $88.50. Distributed Product. http://store.aota.org

Online Course AOTA/Dynamic-Evidence Based Practice, Part 3 Critical Appraisal Techniques by Thomas Cappaert, PhD, ATC, CSCS. This course is the third in a series and will cover the techniques used to critically appraise research evidence in the form of articles reporting. Earn .3 AOTA CEU (3.75 NBCOT PDUs/3 contact hours). Order #OL3072. AOTA Member/Nonmember price: $88.50. Distributed Product. http://store.aota.org

AOTA/Dynamic-Seating & Positioning Communication Devices by Nancy Carroll Gravley, M.A.H.S. & Melissa Cohn Bernstein, OTR/L, FAOTA. This course gives a general overview of the kinds of communication equipment that will be of general interest to both adults and children and resources available for adapting this kind of equipment for wheelchair use. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #OL4003. Member/ Nonmember Price: $29.50. Distributed Product. http:// store.aota.org Ethics Topic—Scope of Practice, By Deborah Yarett Slater, MS, OT/L, FAOTA, AOTA Ethics Program Manager & Governance Liaison and Chuck Willmarth, Director, Health Policy and State Affairs. This course assists you in identifying ethical, legal, and professional responsibilities related to occupational therapy’s scope of practice. The scope of practice is developed by individual state regulatory boards and impacts everyday clinical decisions. The course provides a framework to assist in decision making. Your learning is further enhanced by exploring threats and opportunities related to scope of practice issues. Earn .15 AOTA CEU (1.88 NBCOT PDUs/1.5 contact hours). Order #OL4885. AOTA Members: $65, Nonmembers: $85. http://store.aota.org

Online Course Exploring The Occupational Therapy Practice Framework: Domain and Process, 3rd Edition. This course focuses on applying and articulating occupational therapy’s unique domain as described in the 2014 edition of the Practice Framework. Information in the course is relevant in all practice settings and assists practitioners in articulating the valued and authentic contributions of occupational therapy. Information provided in the course is very useful for practitioners, academic educators, students, fieldwork supervisors, and researchers in appreciating the diversity and unify-

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Continuing Education Opportunities ing aspects of occupational therapy in a variety of settings. Required reading: Occupational Therapy Practice Framework: Domain and Process, 3rd Edition (p. 49). Earn .15 AOTA CEU (1.88 NBCOT PDUs/1.5 contact hours). Order #OL361SC. AOTA Members: $65, Nonmembers: $89. http://store.aota.org

Online Course Occupational Therapy in Action: Using the Lens of the Occupational Therapy Practice Framework: Domain and Process, 2nd Edition, by Susanne Smith Roley and Janet DeLany. Occupational therapy and the occupational therapy process as described in the 2008 second edition of Framework. Earn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours). Order #OL32, AOTA Members: $180, Nonmembers: $257. http://store.aota.org/view/?SKU=OL32

NEW! Special Interest Topics Special Interest Topic #1: Models of Practice for Increasing Self-Awareness by Caitlin Synovec, OTR/L; Courtney Dauwalder, OTD, OTR/L, MFA; and Christine Berg, PhD, OTR/L, FAOTA. Continuing education courses based on Special Interest Quarterly articles that are published 4 times per year by each of the AOTA Special Interest Sections. Each Special Interest Topic is comprised of 2 thematically connected quarterly articles selected for their insight and immediate applicability to practice. AOTA CEUs, contact hours, and NBCOT PDUs are earned after successful completion of the accompanying exam. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #CESIT01 AOTA Members: $24.99, Nonmembers: $29.99. http:// store.aota.org

ASSESSMENT & EVALUATION

Self-Paced Clinical Course Occupational Therapy and Home Modification: Promoting Safety and Supporting Participation, edited by Margaret Christenson and Carla Chase. Education on home modification for OT professionals and an overview of evaluation and intervention and detailed descriptions of assessment tools. Earn 2 AOTA CEUs (25 NBCOT PDUs/20 contact hours). Order #3029, AOTA Members: $259, Nonmembers: $359. http:// store.aota.org/view/?SKU=3029

CD or Online Format Course The Short Child Occupational Profile (SCOPE), by Patricia Bowyer, Hany Ngo, and Jessica Kramer. Introduction of SCOPE assessment tool and description of documenting child motivation for occupations, habits and roles, skills, and environmental supports and barriers. Earn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours). CD Course: Order #4847, AOTA Members: $219, Nonmembers: $299. Online Course: Order #OL4847, AOTA Members: $209, Nonmembers: $289. http://store.aota.org

CD or Online Format Course Strategic Evidence-Based Interviewing in Occupational Therapy, presented by Renée R. Taylor. Structured, semi-structured, and general clinical interviewing and set of norms and communication strategies that can maximize accurate, relevant, and detailed information. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). CD Course: Order #4844, AOTA Members: $75, Nonmembers: $99. Online Course: Order #OL4844, AOTA Members: $65, Nonmembers: $89. http://store.aota.org

CD or Online Format Course Model of Human Occupation Screening Tool (MOHOST): Theory, Content, and Purpose, by Gary Kielhofner, Lisa Castle, Supriya Sen, and Sarah Skinner. Information from observation, interview, chart review, and proxy reports to complete the MOHOST occupation-focused assessment tool. Earn .4 AOTA CEU (5 NBCOT PDUs/4 contact hours). CD Course: Order # 4838, AOTA Members: $125, Nonmembers: $180. Online Course: Order #OL4838, AOTA Members: $115, Nonmembers: $170. http://store.aota.org

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BRAIN & COGNITION

CD or Online Format Course Using the Occupational Therapy Practice Guidelines for Adults with Alzheimer’s Disease and Related Disorders (ADRD) To Enhance Your Practice, by Patricia Schaber. Evidence-based perspective in defining the process and nature, frequency, and duration of interventions and case studies of adults at different stages of Alzheimer’s disease. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). CD Course: Order #4883, Member Price: $75, Nonmember Price: $99. Online Course: Order #OL4883, AOTA Members: $65, Nonmembers: $89. http://store.aota.org

ADED Approved CD or Online Format Course Determining Capacity to Drive for Drivers with Dementia Using Research, Ethics, and Professional Reasoning: The Responsibility of All Occupational Therapists, by Linda A. Hunt. Required professional reasoning and ethics for making final recommendations about the capacity for older adults with dementia to drive or not. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). CD Course: Order #4842, AOTA Members: $75, Nonmembers: $99. Online Course: Order #OL4842, AOTA Members: $65, Nonmembers: $89. http://store.aota.org

CHILDREN & YOUTH

Self-Paced Clinical Course Early Childhood: Occupational Therapy Services for Children Birth to Five, edited by Barbara E. Chandler. Federal legislation in OT practice and public awareness strategies on expertise in transitioning early childhood development into occupational engagement in natural environments. Earn 2 AOTA CEUs (25 NBCOT PDUs/20 contact hours). Order #3026, AOTA Members: $259, Nonmembers: $359. http://store.aota.org/ view/?SKU=3026

Self-Paced Clinical Course Collaborating for Student Success: A Guide for School-Based Occupational Therapy, edited by Barbara Hanft and Jayne Shepherd. OT collaborative practice with education teams using professional knowledge and interpersonal skills to blend hands-on services for students and system supports for families and educators. Earn 2 AOTA CEUs (25 NBCOT PDUs/20 contact hours). Order #3023, AOTA Members: $259, Nonmembers: $359. http://store.aota.org/ view/?SKU=3023

CD or Online Format Course Autism Topics Part I: Relationship Building, Evaluation Strategies, and Sensory Integration and Praxis, edited by Renee Watling. Content from Autism, 3rd Edition to expand OT practice with children through building the intentional relationship, using evaluation strategies, addressing sensory integration challenges, and planning intervention for praxis. Earn .6 CEU (7.5 NBCOT PDUs/6 contact hours). CD Course: Order #4848, AOTA Members: $219, Nonmembers: $299. Online Course: Order #OL4848, AOTA Members: $209, Nonmembers: $289. http://store.aota.org

CD or Online Format Course Autism Topics Part II: Occupational Therapy Service Provision in an Educational Context, edited by Renee Watling. Second in 3-part CE series with content from Autism, 3rd Edition addressing OT practice within public school systems and early intervention through elementary years and transition process. Earn .6 CEU (7.5 NBCOT PDUs/6 contact hours). CD Course: Order #4881, AOTA Members: $219, Nonmembers: $299. Online Course: Order #OL4881, AOTA Members: $209, Nonmembers: $289. http://store.aota.org

CD or Online Format Course Autism Topics Part III: Addressing Play and Playfulness When Intervening With Children With an Autism

Spectrum Disorder, edited by Renee Watling. Third of 3-part series with content from Autism, 3rd Edition. Provides topics—Core Concepts, Formal and Informal Assessments, Intervention Planning, and Tying It All Together—to incorporate the occupation of play into both evaluations and interventions with children with autism spectrum disorders. Earn .6 CEU (7.5 NBCOT PDUs/6 contact hours). CD Course: Order #4884, AOTA Members: $219, Nonmembers: $299. Online Course: Order #OL4884, AOTA Members: $209, Nonmembers $289. http://store.aota.org

CD or Online Format Course Young Adults on the Autism Spectrum: Life After IDEA, by Lisa Crabtree and Janet DeLany. Critical issues of autism in adulthood and knowledge and tools to advocate health and community participation of young adults and adults on the autism spectrum. Earn .3 AOTA CEU (3.75 NBCOT PDUs/3 contact hours). CD Course: Order #4878, AOTA Members: $95, Nonmembers: $136. Online Course: Order #OL4878, AOTA Members: $85, Nonmembers: $126. http://store.aota.org

ADED Approved CD or Online Format Course Creating Successful Transitions to Community Mobility Independence for Adolescents: Addressing the Needs of Students With Cognitive, Social and Behavioral Limitations, by Miriam Monahan and Kimberly Patten. Community mobility skill development for youth with diagnoses that challenge cognitive and social skills, such as autism spectrum and attention deficit disorder. Earn .7 AOTA CEU (8.75 NBCOT PDUs/7 contact hours). CD Course: Order #4833, AOTA Members: $98, Nonmembers: $140. Online Course: Order #OL4833, AOTA Members: $88, Nonmembers: $130. http://store. aota.org

ADED Approved CD or Online Format Course Driving Assessment and Training Techniques: Addressing the Needs of Students With Cognitive and Social Limitations Behind the Wheel, by Miriam Monahan. Critical issues related to driving assessment and training with highlights of skills deficits, methods and tools that address driving skills, assessment techniques, and intervention techniques. Earn 1 AOTA CEU (12.5 NBCOT PDUs/10 contact hours). CD Course: Order #4837, AOTA Members: $169, Nonmembers: $244. Online Course: Order #OL4837, AOTA Members: $159, Nonmembers: $234. http://store.aota.org

CD or Online Format Course Sensory Processing Concepts and Applications in Practice, by Winnie Dunn. Core concepts of sensory processing based on Dunn’s Model of Sensory Processing and comparison with other sensory based approaches with evidence reviews for best practice assessment and intervention methods. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). CD Course: Order #4834, AOTA Members: $75, Nonmembers: $99. Online Course: Order #OL4834, AOTA Members: $65, Nonmembers: $89. http://store.aota.org

CD or Online Format Course Response to Intervention (RtI) for At Risk Learners: Advocating for Occupational Therapy’s Role in General Education, by Gloria Frolek Clark and Jean Polichino. Core components of RtI, the role of occupational therapists at each tier, case studies, and highlighted opportunities for OT within RtI frameworks in public education. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). CD Course: Order #4876, AOTA Members: $68, Nonmembers: $97. Online Course: Order #OL4876, AOTA Members: $58, Nonmembers: $87. http://store.aota.org

CD or Online Format Course Staying Updated in School-Based Practice, by Yvonne Swinth and Mary Muhlenhaupt. Information and strategies on issues, trends and knowledge related to services for children and youth in public schools with topics on IDEA 2004, NCLB, and Section 504 of the Rehabilitation Act. Earn .15 AOTA CEU (1.88 NBCOT PDUs/1.5 contact hours). CD Course: Order #4835, AUGUST 24, 2015 • WWW.AOTA.ORG

Continuing Education Opportunities AOTA Members: $45, Nonmembers: $64. Online Course: Order #OL4835, AOTA Members: $35, Nonmembers: $54. http://store.aota.org

CEonCD™ The New IDEA Regulations: What Do They Mean to Your School-Based and EI Practice?, by Leslie L. Jackson and Tim Nanof. Purpose and impact of 2004 reauthorization of IDEA and Part B regulations on school-based and early intervention practice. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). Order #4825, AOTA Members: $49, Nonmembers: $69. http://store.aota.org

CEonCD™ Occupational Therapy and Transition Services, by Kristin S. Conaboy, Susan M. Nochajski, Sandra Schefkind, and Judith Schoonover. Importance of addressing transition needs as part of a student’s IEP and the key role of the occupational therapy practitioner as a potential collaborative member of the transition team. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #4828, AOTA Members: $34, Nonmembers: $49. http:// store.aota.org

CE Chapters Now Available Best Practices for Occupational Therapy in Schools, edited by Gloria Frolek Clark and Barbara E. Chandler. Online CE Chapters are designed for school-based occupational therapy practitioners as targeted, effective learning activities. Download specific chapters and associated CE activities. Over 20 chapters to choose from…and more to come! Earn up to .15 AOTA CEUs (1.88 PDUs/ 1.5 contact hours) per chapter. www.aota.org/CE Chapters

Online Course Early Identification Practices: A Framework for Occupational Therapists presented by Kris Barnekow. This course (Module 1 of a 4-part series) is designed especially for occupational therapists working with young children. The course explains the skills necessary to effectively conduct screening, surveillance and other activities that identify developmental, educational, medical, psychosocial and behavioral risk factors. As an occupational therapist working in early intervention, community settings or school settings with young children, this course provides valuable information to more effectively observe, evaluate, communicate and advocate for the needs of young children and their families. Earn .15 AOTA CEU (1.88 NBCOT PDUs/ 1.5 contact hours). Order #OL41SC1. AOTA Members: $75, Nonmembers: $99. http://store.aota.org

Online Course OT’s Contribution to Early Identification: Module 2—Caregiver-Infant Relationship: Screening for Emotional Distress. Kristin Hildebrand, OTD, OTR/L, Author and Kris Barnekow, PhD, OTR/L, Editor. This course, the second of four modules in the Occupational Therapy’s Contribution to Early Identification of the Needs of Young Children Using a FamilyCentered Approach series, introduces the learner to theories and best practice models that facilitate improved, healthy caregiver-infant relationships in an exceptional self-paced online learning experience. Therapeutic strategies, techniques, and support networks are reviewed to improve caregiver self-esteem, help caregivers understand infant cues and behaviors, and educate caregivers on developmental milestones. The role of occupational therapists in screening and referring caregivers for perinatal mental health disorders, specifically postpartum depression (PPD) and perinatal posttraumatic stress disorder (PTSD) is examined. Barriers that hinder screening efforts are addressed. Earn .2 AOTA CEUs (2.5 NBCOT PDUs/2.0 contact hours). Order #OL42, AOTA Members: $75, Nonmembers: $99. http://store.aota.org

Online Course Elective Session 2 (2009): Occupational Therapy for Infants and Toddlers With Disabilities Under OT PRACTICE • AUGUST 24, 2015

IDEA 2004, Part C, by Mary Muhlenhaupt. Elective session in the Occupational Therapy in School-Based Practice: Contemporary Issues and Trends series, replacing previous “Early Intervention: Service Delivery Under the IDEA.” Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #OLSB2A. AOTA Members: $45, Nonmembers: $64. http://store.aota.org/ view/?SKU=OLSB2A

Online Course Understanding the Assistive Technology Process to Promote School-Based Occupation, by Beth Goodrich, Lynn Gitlow, and Judith Schooner. Assistive technology process delivered in schools and assistance for practitioners in increasing student participation in meaningful school-based occupations. Earn 1 AOTA CEU (12.5 NBCOT PDUs/10 contact hours). Order #OL31, AOTA Members: $199, Nonmembers: $284. http://store.aota. org/view/?SKU=OL31

Online Course Occupational Therapy in School-Based Practice: Contemporary Issues and Trends, edited by Yvonne Swinth. Service delivery and intervention strategies in school-based settings based on IDEA, the No Child Left Behind initiative, the philosophy of education, and the Occupational Therapy Practice Framework. Core session: Service Delivery in School-Based Practice: Occupational Therapy Domain and Process. Earn 1 AOTA CEU (12.5 NBCOT PDUs/10 contact hours). Order #OLSBC, AOTA Members: $175, Nonmembers: $250. http://store.aota.org/ view/? SKU=OLSBC Elective sessions available after completing Core session. Each provides .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour), AOTA Members: $45, Nonmembers: $64.

Autism Webcasts Presented by experts in the field. These fully narrated PowerPoint™ presentations provide learning from prominent experts and are designed to enhance knowledge and skills. These webcasts do not require a course exam. Earn up to 13.5 contact hours. For a complete list and pricing go to http://www.aota.org/webcasts.

NEW! Special Interest Topics Special Interest Topic #2: Intervention Models for School Age Youth by Sarah A. Schoen, PhD, OTR; Lucy Jane Miller, PhD, OTR; Shannon Hampton; Meira L. Orentlicher, PhD, OTR/L; Dottie HandleyMore, MS, OTR/L; Rachel Ehrenberg; Malka Frenkel; and Leah Markowitz. Continuing education courses based on Special Interest Quarterly articles that are published 4 times per year by each of the AOTA Special Interest Sections. Each Special Interest Topic is comprised of 2 thematically connected quarterly articles selected for their insight and immediate applicability to practice. AOTA CEUs, contact hours, and NBCOT PDUs are earned after successful completion of the accompanying exam. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #CESIT02 AOTA Members: $24.99, Nonmembers: $29.99. http:// store.aota.org

NEW! Special Interest Topics Special Interest Topic #5: Enhancing Wellness in Children Through Sensory Based Approaches by Angela Hanscom, MOT, OTR/L; Sarah A. Schoen, PhD, OTR; and Tracy Murnan Stackhouse, MA, OTR. Continuing education courses based on Special Interest Quarterly articles that are published 4 times per year by each of the AOTA Special Interest Sections. Each Special Interest Topic is comprised of 2 thematically connected quarterly articles selected for their insight and immediate applicability to practice. AOTA CEUs, contact hours, and NBCOT PDUs are earned after successful completion of the accompanying exam. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #CESIT05 AOTA Members: $24.99, Nonmembers: $29.99. http:// store.aota.org

NEW! Special Interest Topics Special Interest Topic #6: Nurturing and Communicating With Children With Disabilities by Jennifer Nash, PhD, MOT, OTR/L, CEIM; Keli Mu, PhD, OTR/L; Anna Domina, OTD, OTR/L; Jacy VerMaasLee, MA, OTR/L; and Amy Tyler Krings, MS, CCCSLP. Continuing education courses based on Special Interest Quarterly articles that are published 4 times per year by each of the AOTA Special Interest Sections. Each Special Interest Topic is comprised of 2 thematically connected quarterly articles selected for their insight and immediate applicability to practice. AOTA CEUs, contact hours, and NBCOT PDUs are earned after successful completion of the accompanying exam. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #CESIT06 AOTA Members: $24.99, Nonmembers: $29.99. http://store.aota.org

MENTAL HEALTH

Self-Paced Clinical Course Mental Health Promotion, Prevention, and Intervention With Children and Youth: A Guiding Framework for Occupational Therapy, edited by Susan Bazyk. Framework on the role of OT in mental health interventions for children that can be applied in all pediatric practice settings. Earn 2 AOTA CEUs (25 NBCOT PDUs/20 contact hours). Order #3030, AOTA Members: $259, Nonmembers: $359. http://store.aota.org/ view/?SKU=3030

Self-Paced Clinical Course Occupational Therapy in Mental Health: Considerations for Advanced Practice, edited by Marian Kavanagh Scheinholtz. Comprehensive discussion of recent advances and trends in mental health practice, including theories, standards of practice, and evidence as they apply to OT with content from federal and nongovernment entities. Earn 2 AOTA CEUs (25 NBCOT PDUs/20 contact hours). Order #3027, AOTA Members: $259, Nonmembers: $359. http://store.aota.org/ view/?SKU=3027

NEW! Online Course Using the Occupational Therapy Practice Guidelines for Adults With Serious Mental Illness by Catana Brown, PhD, OTR, FAOTA. This course facilitates the use of the practice guidelines by presenting content in a multimedia format and highlights important concepts for occupational therapy practice with adults with serious mental illness. Mobile Access—the online course is easily viewed on a tablet making your learning portable and facilitating on-the-job access to resources. Earn .2 AOTA CEUs (2.5 PDUs/2 contact hours). Order #OL4886. AOTA Members: $65, Nonmembers: $89. http://store.aota.org

PRODUCTIVE AGING

Online Course Understanding Low Vision, adapted from work of Roy Gordon Cole, OD, FAAO, Yu-Pin Hsu, EdD, OT, SCLV, and Gordon Rovins, MS, CEAC. This course provides occupational therapists with a basic understanding of low vision. It reviews the anatomy of the eye, common eye diseases, the process of low vision care, and the psychosocial and physical adjustments to low vision. Earn 2.5 contact hours. Order #OL37SC1. AOTA Members: $85, Nonmembers: $110. http://store.aota.org

Online Course Selecting Low Vision Devices, adapted from work of Roy Gordon Cole, OD, FAAO, Yu-Pin Hsu, EdD, OT, SCLV, and Gordon Rovins, MS, CEAC. This course provides knowledge of basic optical principles on which low vision systems are based. Occupational therapists will learn how to instruct clients on the use and care of low vision devices to facilitate optimum occupational performance. Earn 2 contact hours. Order #OL37SC2. AOTA Members: $75, Nonmembers: $99. http://store.aota.org

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Continuing Education Opportunities Online Course

CD or Online Format Course

Modifying the Environment for Low Vision, adapted from work of Roy Gordon Cole, OD, FAAO, Yu-Pin Hsu, EdD, OT, SCLV, and Gordon Rovins, MS, CEAC. This course provides knowledge and strategies that occupational therapists can use to evaluate and modify environments to facilitate occupational performance for clients with low vision. Types of lighting, glare reduction, contrast enhancement, and environmental accessibility guidelines are addressed. Earn 1.5 contact hours. Order #OL37SC3. AOTA Members: $65, Nonmembers: $89. http://store. aota.org

Skilled Nursing Facilities 101, by Christine Kroll and Nancy Richman. Importance of documentation, requirements for different payers, significance of managing productivity, understanding billing con-siderations, and maintaining ethical practice stan-dards. Earn .3 AOTA CEU (3.75 MBCOT PDUs/3 contact hours). CD Course: Order #4843, AOTA Members: $115, Nonmembers: $164. Online Course: Order #OL4843, AOTA Members: $105, Nonmembers: $154. http://store.aota.org

Online Course Improving Performance for Low Vision, adapted from work of Roy Gordon Cole, OD, FAAO, Yu-Pin Hsu, EdD, OT, SCLV, and Gordon Rovins, MS, CEAC. This course provides instruction on compensatory techniques and adaptive devices that occupational therapists can use to address activities of daily living and instrumental activities of daily living for individuals with low vision. Detailed examples and case studies are provided to demonstrate how to develop and implement compensatory techniques and adaptive devices to maximize occupational performance. Earn 2 contact hours. Order #OL37SC4. AOTA Members: $75, Nonmembers: $99. http://store. aota.org

Online Course Low Vision in Older Adults: Foundations for Rehabilitation, 2nd Edition, by Roy Gordon Cole, OD, FAAO, Yu-Pin Hsu, EdD, OT, SCLV, and Gordon Rovins, MS, CEAC. Advancements in the field of low vision and skills necessary to provide effective client care as part of a vision rehabilitation team. Highlights include support tools, case examples, photos and anatomical images, and mobile access. Earn .8 CEU (10 NBCOT PDUs/8 contact hours). Order # OL37, AOTA Members: $265, Nonmembers: $345. http://store.aota. org/view/?SKU=OL37

Self-Paced Clinical Course Strategies to Advance Gerontology Excellence: Promoting Best Practice in Occupational Therapy, edited by Susan Coppola, Sharon J. Elliott, and Pamela E. Toto. Core best practice methodology with older adults, approaches to and prevention of occupational problems, health conditions that affect participation, and practice in cross-cutting and emerging areas. Earn 3 AOTA CEUs (37.5 NBCOT PDUs/30 contact hours). Order #3024, AOTA Members: $245, Nonmembers: $345. http://store.aota. org/view/?SKU=3024

Self-Paced Clinical Course Low Vision: Occupational Therapy Evaluation and Intervention With Older Adults, Revised Edition. 2008, edited by Mary Warren. Support for professional competency through AOTA Specialty Certification in Low Vision Rehabilitation (SCLV) with information on evaluation and lessons related to psychosocial issues and low vision, eye conditions that cause low vision in adults, and basic optics and optical devices. Earn 2 AOTA CEUs (25 NBCOT PDUs/20 contact hours). Order #3025, AOTA Members: $259, Nonmembers: $359. http://store.aota. org/view/?SKU=3025

CD or Online Format Course An Occupation-Based Approach in Postacute Care to Support Productive Aging, by Denise Chisholm, Cathy Dolhi, and Jodi L. Schreiber. Occupation-based practice with a focus on postacute care practice settings for older adults and strategies for integrating occupation throughout the OT process to maximize clinical application. Earn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours). CD Course: Order #4875, AOTA Members: $219, Nonmembers: $299. Online Course: Order #OL4875, AOTA Members: $209, Nonmembers: $289. http://store. aota.org

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CD or Online Format Course Seating and Positioning for Productive Aging: An Occupation-Based Approach, by Felicia Chew and Vickie Pierman. Manual wheelchair mobility through review of seating and positioning from evaluation to outcome with a concentration on interventions applicable to a variety of settings. Earn .4 AOTA CEU (5 NBCOT PDUs/4 contact hours). CD Course: Order #4831, AOTA Members: $97, Nonmembers: $138. Online Course: Order #OL4831, AOTA Members: $87, Nonmembers: $128. http://store. aota.org

Online Course Falls Module I—Falls Among Community-Dwelling Older Adults: Overview, Evaluation, and Assessments, by Elizabeth W. Peterson and Roberta Newton. First module in 3-part series on fall prevention to support OTs in providing evidence-based fall prevention services to older adults at risk for falling or that seek preventive services with sections on prevalence, consequences, and evaluation of fall risk. Earn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours). Order #OL34, AOTA Members: $159, Nonmembers: $236. http://store.aota. org/view/?SKU=OL34

Online Course Falls Module II—Falls Among Older Adults in the Hospital Setting: Overview, Assessment, and Strategies to Reduce Fall Risk, by Roberta Newton and Elizabeth W. Peterson. Second module in 3-part series on fall prevention with overview of falls that occur in the hospital setting and identification of older adults at risk, factors that contribute to fall risks, and assessment strategies. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). Order #OL35, AOTA Members: $141, Nonmembers: $226. http://store.aota.org/ view/?SKU=OL35

Online Course Falls Module III: Preventing Falls Among Community-Dwelling Older Adults—Intervention Strategies for Occupational Therapy Practitioners, by Elizabeth W. Peterson and Elena Wong Espiritu. Third module in 3-part series on fall prevention with evidence-based intervention strategies to reduce falls among community-dwelling older adults that include both older adults who are well and those who are living with chronic diseases. Earn .45 AOTA CEU (5.63 NBCOT PDUs/4.5 contact hours). Order #OL36, AOTA Members: $141, Nonmembers: $226. http://store.aota.org/ view/?SKU=OL36

Online Course Driving and Community Mobility for Older Adults: Occupational Therapy Roles, Revised, by Susan L. Pierce and Elin Schold Davis. Expanded content and updated links on research, tools, and resources to help advance knowledge about instrumental activity of daily living (IADL) of driving and community mobility. Earn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours). Order #OL33, AOTA Members: $180, Nonmembers: $257. http://store.aota.org/view/?SKU=OL33

NEW! Special Interest Topics Special Interest Topic #3: Enhancing Quality of Life for Older Adults by Cristina Michetti, OTR/L; Joanne Gallagher Worthley, EdD, OTR/L, CAPS; Laura CaronParker, OTR/L; and Sharon Nichols, CTRS/L. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Continuing education courses based on Special Interest Quarterly ar-

ticles that are published 4 times per year by each of the AOTA Special Interest Sections. Each Special Interest Topic is comprised of 2 thematically connected quarterly articles selected for their insight and immediate applicability to practice. AOTA CEUs, contact hours, and NBCOT PDUs are earned after successful completion of the accompanying exam. Order #CESIT03 AOTA Members: $24.99, Nonmembers: $29.99. http://store.aota.org

NEW! Special Interest Topics Special Interest Topic #4: Reducing Depression in Older Adults by Jessica Crowe, OTD, OTR/L, and Linda M. Olson, PhD, OTR/L. Continuing education courses based on Special Interest Quarterly articles that are published 4 times per year by each of the AOTA Special Interest Sections. Each Special Interest Topic is comprised of 2 thematically connected quarterly articles selected for their insight and immediate applicability to practice. AOTA CEUs, contact hours, and NBCOT PDUs are earned after successful completion of the accompanying exam. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #CESIT04 AOTA Members: $24.99, Nonmembers: $29.99. http://store.aota.org

REHABILITATION, DISABILITY, & PARTICIPATION

AJOT CE! Interventions for People With ALS by Marian Arbesman, PhD, OTR/L and Kendra Sheard, OTR/L. Learn about tested treatment strategies by reading AJOT articles in your area of practice. In this course, the results of a systematic review of 14 studies on occupational therapy– related interventions for people with amyotrophic lateral sclerosis (ALS) are described. The implications for practice, education, and research are discussed. Earn .1 AOTA CEU (1.25 NBCOT PDUs/1 contact hour). Order #CEA JOT01, AOTA Members: $20.99, Nonmembers: $20.49. http://store.aota.org

AJOT CE! Update on Productive Aging Research in AJOT by Mariana D’Amico, EdD, OTR/L, BCP, CIMI. Learn about tested treatment strategies by reading AJOT articles in your area of practice. In this course, you will learn to Identify effective interventions for aging productively with and without disability. Earn .1 AOTA CEU (1.25 NBCOT PDUs/1 contact hour). Order #CEAJOT02, AOTA Members: $20.99, Nonmembers: $20.49. http:// store.aota.org

Webinars Assistive Technology. AOTA and the Assistive Technology Industry Association (ATiA), an AOTA approved provider of continuing education, are pleased to present a new series of online webinars presented by leading experts in the assistive technology (AT) field. Experienced practitioners and non-specialized practitioners who want to expand their AT knowledgebase will find these webinars an essential component of their professional development. Each 1-hour or 1.5-hour webinar offers unique information about an AT topic that practitioners will find invaluable when working with clients requiring technology to support participation in desired occupations. Earn up to 1.5 contact hours. $49 each for members and nonmembers. Visit http:// store.aota.org and type in “assistive technology” in the search box.

Self-Paced Clinical Course Dysphagia Care and Related Feeding Concerns for Adults, 2nd Edition, edited by Wendy Avery. Up-to-date resource in dysphagia care written from an occupational therapy perspective for OTs at entry and intermediate skill levels. Earn 1.5 AOTA CEUs (18.75 NBCOT PDUs/15 contact hours. Order #3028. AOTA Members: $199, Nonmembers: $299. http://store.aota. org/view/?SKU=3028 AUGUST 24, 2015 • WWW.AOTA.ORG

Continuing Education Opportunities DVD Treatment Strategies in Acute Care of Stroke Survivors (Course 1). By J. Davis, 2013. Port Townsend, WA: International Clinical Educators. (Earn 1.5 AOTA CEUs [18.75 NBCOT PDUs, 15 contact hours]. $225 for members, $285 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store.aota.org and enter order #4867.)

DVD Teaching Independence: A Therapeutic Approach to Stroke Rehabilitation (Course 2). By J. Davis, 2013. Port Townsend, WA: International Clinical Educators. (Earn 1.5 AOTA CEUs [18.75 NBCOT PDUs, 15 contact hours]. $225 for members, $285 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store.aota. org and enter order #4866.)

DVD Functional Treatment Ideas and Strategies in Adult Hemiplegia (Course 3). By J. Davis, 2013. Port Townsend, WA: International Clinical Educators. (Earn 1.5 AOTA CEUs [18.75 NBCOT PDUs, 15 contact hours]. $225 for members, $285 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store.aota.org and enter order #4865.)

CD or Online Format Course Occupational Therapy’s Unique Contributions to Cancer Rehabilitation, by Claudine Campbell, Jennifer Hughes, and Lauro Munoz. Addresses the role of occupational therapy in cancer rehabilitation, an emerging area of practice. Course includes four lessons with a final case study that walks a client through the specific cancer paradigms discussed in the lessons. Earn .4 AOTA CEU (5 NBCOT PDUs/4 contact hours). CD Course: Order #4849, AOTA Members: $140, Nonmembers: $199. Online Course: Order #OL4849, AOTA Members: $130, Nonmembers: $189. http://store.aota.org

CD or Online Format Course Hand Rehabilitation: A Client-Centered and Occupation-Based Approach, by Debbie Amini. Occupationbased intervention to enhance hand rehabilitation protocols without sacrificing productivity or detracting from the concurrent client factor focus. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). CD Course: Order #4832, AOTA Members: $75, Nonmembers: $99. Online Course: Order #OL4832, AOTA Members: $65, Nonmembers: $89. http://store.aota.org

CD or Online Format Course Occupation-Focused Intervention Strategies for Clients With Fibromyalgia and Fatiguing Conditions, by Rénee R. Taylor. Evidence-based strategies for managing fibromyalgia and other fatiguing conditions, such as chronic fatigue syndrome, with interdisciplinary treatment approaches and collaboration with other professionals. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). CD Course: Order #4839, AOTA Members: $65, Nonmembers: $93. Online Course: Order #OL4839, AOTA Members: $55, Nonmembers: $83. http://store.aota.org

CD or Online Format Course Pain, Fear, and Avoidance: Therapeutic Use of Self With Difficult Occupational Therapy Populations, by Reneé R. Taylor. Examines strategies for managing client pain, fear, and avoidance in OT practice with six distinct modes of interacting based on the author’s conceptual practice model. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). CD Course: Order #4836, AOTA Members: $59, Nonmembers: $84. Online Course: Order #OL4836, AOTA Members: $49, Nonmembers: $74. http://store.aota.org

Online Course AOTA/Dynamic Learning-Seating & Positioning Communication Devices by Nancy Carroll Gravley, M.A.H.S. & Melissa Cohn Bernstein, OTR/L, FAOTA. This course gives a general overview of the OT PRACTICE • AUGUST 24, 2015

kinds of communication equipment that will be of general interest to both adults and children and resources available for adapting this kind of equipment for wheelchair use. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #OL4003. AOTA Members/ Nonmembers:: $29.50. Distributed Product. http:// store.aota.org

Online Course Hand & Upper Extremity Essentials 2.0: Chronic, Chronic Progressive, and Rare Conditions, By Wendy Hoogsteden, MHS, OTR/L. This interactive course provides beginner to advanced practitioners with information about the anatomical structures affected by, the pathological processes involved, and the management of cumulative trauma disorders, tendon injuries, arthritis and stiff hand. In the rare conditions portion of the course (part B), information on the pathological processes involved in Dupuytren’s contractures, management of complex regional pain syndrome, reflex sympathetic dystrophy, and causalgia will be explored. Earn .7 AOTA CEU (8.75 PDUs/7 contact hours). Order #OL3062. AOTA Members/ Nonmembers: $199.00. Distributed Product. http://store. aota.org

Online Course Hand & Upper Extremity Essentials 2.0: The Fundamentals by Wendy Hoogsteden, MHS, OTR/L. This course provides beginner to advanced occupational therapy practitioners with information on the anatomy and kinesiology of the upper quarter. You will learn neuroanatomy concepts as related to hand and upper extremity rehabilitation. The course covers basic theory and application of physical agent modalities (PAMs) used in upper extremity rehabilitation as well as an overview of splinting of the upper extremity. AOTA joined with Dynamic Learning Online, Inc., a subsidiary of Dynamic Group and an AOTA Approved Provider of continuing education, to distribute this course. Earn .7 AOTA CEU (8.75 PDUs/ 7 contact hours). Order #OL3060. AOTA Members/Nonmembers: $199.00. Distributed Product. http://store.aota.org

Online Course Hand & Upper Extremity Essentials 2.0: Interventions for Specific Diagnostic Populations by Wendy Hoogsteden, MHS, OTR/L. This interactive course provides beginner to advanced practitioners with information about the anatomical structures affected by, the pathological processes involved, and the management of acute conditions including traumatic injuries, fractures, burns, and wounds including the selection of prosthetics. AOTA joined with Dynamic Learning Online, Inc., a subsidiary of Dynamic Group and an AOTA Approved Provider of continuing education, to distribute this course. Earn .4 AOTA CEU (5 PDUs/4 contact hours). Order #OL3061. AOTA Members/Nonmembers: $114.00. Distributed Product. http://store.aota.org

Online Course Hand & Upper Extremity Essentials 2.0: Chronic, Chronic Progressive, and Rare Conditions by Wendy Hoogsteden, MHS, OTR/L. This interactive course provides beginner to advanced practitioners with information about the anatomical structures affected by, the pathological processes involved, and the management of cumulative trauma disorders, tendon injuries, arthritis and stiff hand. In the rare conditions portion of the course, information on the pathological processes involved in Dupuytren’s contractures, management of complex regional pain syndrome, reflex sympathetic dystrophy, and causalgia will be explored. AOTA joined with Dynamic Learning Online, Inc., a subsidiary of Dynamic Group and an AOTA Approved Provider of continuing education, to distribute this course. Earn .7 AOTA CEU (8.75 PDUs/ 7 contact hours). Order #OL3062. AOTA Members/Nonmembers: $199.00. Distributed Product. http://store.aota.org

WORK AND INDUSTRY

NEW! Distinct Value Demonstrating the Distinct Value of Occupational Therapy—Module 1: An Overview by Amy Lamb, OTD, OTR/L, FAOTA. Join Dr. Amy Lamb as she provides an overview of the Distinct Value priority of AOTA. You will learn how this priority and the Distinct Value statement were informed by historical and current leaders within the profession. You will also learn how health care changes in America due to the Affordable Care Act are creating opportunities for the profession as well as calling us to action to more accurately articulate our distinct contribution to the health and well-being of those we serve. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #OL4891. AOTA Members: $24.95, Nonmembers: $35.95. http:// store.aota.org

NEW! Distinct Value Demonstrating the Distinct Value of Occupational Therapy - Module 2: Infusing the Distinct Value into Occupational Therapy Practice and Documentation by Amy Lamb, OTD, OTR/L, FAOTA This second module of the two-part distinct value series provides a review of the Distinct Value priority of AOTA and its historical underpinnings. In this module you will learn how to articulate the distinct value statement as well as how the priority will help the profession in achieving the centennial vision. In addition, Dr. Lamb will offer strategies for communicating the distinct value of OT through daily documentation and explain why this is so critical in an era of changing healthcare systems. Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour). Order #OL4892. AOTA Members: $24.95, Nonmembers: $35.95. http://store.aota.org

Online Course AOTA/Dynamic Learning-Essential Skills for Communication in Healthcare Environments by Orit Simhoni, PhD, OTR/L, GCG, NCG. Based on interpersonal communication research and conflict resolution theory, the course offers the foundations of effective communication techniques for practitioners who work in the healthcare environment. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). Order # OL2007. AOTA Members/Nonmembers: $59.00. Distributed Product. http://store.aota.org

Online Course AOTA/Dynamic Learning-Essential for End-ofLife by Kathleen O. Beauchesne, PhD, MBA, MSW, LCSW-C. End-of-Life (EOL) care is an essential arena of competence for all health care providers. As research in this area has grown over the years, professionals such as physicians, nurses, social workers and other allied health care professionals can gain competence and confidence in understanding and managing dying patients and their families. Earn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours) Order # OL3016. AOTA Members/Nonmembers: $171.00. Distributed Product. http://store.aota.org

Online Course AOTA/Dynamic Learning-Documentation Essentials—Medicare Part A in SNFs by Melissa Cohn Bernstein, OTR/L, FAOTA and Consultant/Subject Matter Expert: Nancy J. Beckley, MS, MBA, CHC. This intermediate level module is designed to provide a bird’s eye overview of the updated regulations, that govern the provision of therapy services and provide insight into how the overall payment system works under the MDS 3.0, specifically reimbursement under Medicare A, including required RUGS-IV assessments, and how therapy services are delivered and captured for Medicare A beneficiaries. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). Order #OL3058. AOTA Members/Nonmembers: $59.00. Distributed Product. http://store.aota.org

27

Employment Opportunities [

National

AOTA AOTA SEEKING SEEKING A A CLINICAL CLINICAL LEADER IN PRODUCTIVE PRODUCTIVE AGING AGING & & INTERPROFESSIONAL INTERPROFESSIONAL COLLABORATIVE COLLABORATIVE PRACTICE

C

ome to AOTA and be part of the “big picture” as we secure occupational therapy’s role in a changing health care environment!

AOTA has an exciting new position available—Productive Aging & Interprofessional Collaborative Practice Program Manager. This national-level position will be responsible for coordinating AOTA’s activities and leading related programs and projects in the areas of Productive Aging as well as Interprofessional Collaborative Practice. Specific projects may be related to falls, low vision, home modifications/aging in place, Alzheimer’s, wellness and prevention, and interprofessional collaborative practice issues to name a few, as occupational therapy practitioners traverse the changing landscape of the health care environment. The Program Manager will also be involved in team discussions around health care system changes and the role of occupational therapy. The successful candidate should have knowledge of current research and existing evidence in areas related to productive aging. Applicants should have demonstrated clinical experience and expertise in areas related to productive aging as well as interprofessional collaborative practice. The candidate should have very strong leadership, management, and communication skills, as well as the ability to manage projects effectively. This position requires an OTD or PhD and 8 to 10 years of experience in the area of productive aging. Experience in a large health system is desirable, as is prior volunteer leadership experience in the Association. The candidate must be technologically proficient in a Windows environment.

A personalized approach using the latest technology!

W

ith hundreds of OTR and COTA self-assessment questions and more than 70 clinical simulations for OTR candidates, AOTA’s online NBCOT® Exam Prep program is a must-have for all students and new graduates preparing for the NBCOT exam. Subscriptions include unlimited access for 1 year from the date of purchase. HIGHLIGHTS • Get detailed feedback about your answers. • Create practice tests of any size around specific opics. Choose from multiple-choice and clinical simulation questions. • Check your progress by NBCOT domain and by topic. • Compare your progress with other users. • Supplement your study with topic outlines and test-taking hints. • And much more! AOTA’s NBCOT® OTR® Exam Prep Order #EPTEL. AOTA Members: $149, Nonmembers: $209 AOTA’s NBCOT® COTA® Exam Prep Order #EPAEL. AOTA Members: $99, Nonmembers: $139 GROUP SALES AVAILABLE! Order 5 or more subscriptions and receive 20% off each for Institutions; 10% for standard groups. Email institutionalgroupsales@ aota.org for details.

AOTA offers a comprehensive benefits package, including a 401k match, health insurance, transportation subsidy, and much more! We are located one block from the Bethesda Metro Station in the DC metro area. Onsite status is highly preferred, but long distance telecommuting will be considered.

To apply, please send a letter of interest, an up-to-date resume, and salary history by email to: [email protected]; mail to: AOTA, HRJob/PAIC, 4720 Montgomery Lane, Bethesda, MD 20814; or fax to: 240-762-5147. EOE 28

TRY IT OUT.

Take a sample test for FREE!

http://nbcotexamprep.net U-7407

PR-254

AUGUST 24, 2015 • WWW.AOTA.ORG

Employment Opportunities [

Faculty

NEW FROM



AOTA PRESS! Tenure-Track and Academic Fieldwork Coordinator Positions VCU’s Department of Occupational Therapy in the School of Allied Health Professions welcomes applications for three 12-month positions. Faculty will join a department with a 72-year history of excellence.

2 TENURE-TRACK POSITIONS: (position numbers F39910 & F59250) REQUIRED QUALIFICATIONS: Earned research doctorate; ability to complement and expand existing expertise in the department; Assistant Professors must have an established research agenda and clear potential for external funding; Associate and Full Professors must have a developed scholarly/research portfolio with evidence of external funding. Demonstrated experience working in and fostering a diverse faculty, staff, and student environment or commitment to do so as a faculty member at VCU. PREFERRED QUALIFICATIONS: History of grant-funded research; at least 3 years of experience in practice and/or academic settings. RESPONSIBILITIES: Conduct research in alignment with mission of Department of OT and VCU; teach and advise graduate students; contribute to service and community engagement missions of the department, school, university and OT profession; strong written and interpersonal communication skills; commitment to working with diverse faculty, staff, and students at VCU.

By Roseann C. Schaaf, PhD, OTR/L, FAOTA, and Zoe Mailloux, OTD, OTR/L, FAOTA

This guidebook fosters the child’s active participation in physical, social, and functional activities using active, individually tailored, sensory-rich experiences to promote skills. Developed and tested in a randomized controlled trial, this stepby-step guide includes templates and forms to organize and direct each step’s application to practice and research, which are also included on the text’s accompanying flash drive. Two extensive case examples take readers through each step, illustrating practical, clinical use. Order #900365 AOTA Members: $69 Nonmembers: $98 BK-383

To order, call 877-404-AOTA, or shop online at http://store.aota.org OT PRACTICE • AUGUST 24, 2015

ACADEMIC FIELDWORK POSITION: (non-tenured, position number F40150 REQUIRED QUALIFICATIONS: Licensure or eligibility for licensure as an occupational therapist in Virginia; earned doctoral degree or near completion of doctorate; at least 3 years of experience in practice, including supervision of FWI and FW II students; strong organizational and communication skills. PREFERRED QUALIFICATIONS: Teaching/academic experience; commitment to student learning and success; demonstrated ability to work with diverse faculty, staff, and students at VCU. RESPONSIBILITIES: Placing, monitoring and supporting students in fieldwork; developing collegial relationships in the Department, University and community; participating in Department teaching, student advising, service and scholarship. PLEASE APPLY ONLINE at: https://www.vcujobs.com/postings/41351 QUESTIONS MAY BE DIRECTED to: Dr. Jodi Teitelman, Search Committee Chair at: [email protected] MORE INFORMATION CAN BE FOUND at: http://sahp.vcu.edu/occu

F-7426

Clinician’s Guide for Implementing Ayres Sensory Integration®: Promoting Participation for Children With Autism

Virginia Commonwealth University is an equal opportunity, affirmative action university providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran’s status, political affiliation, or disability.

West

Northeast

ARIZONA OTs—$65,000

Phoenix, Tucson, & Burbs 602-478-5850/480-221-2573 Schools, 16 wks off, 100% Paid: Health, Dental, Lic, Dues, CEU-$1,000,401K, Hawaii/Spanish I trips… [email protected]

*STARS* StudentTherapy.com W-6037

Stand

apart

from the ordinary.

IMMEDIATE OPENINGS!

We Are Looking for NYS Licensed OT’s For Cases In All 5 NYC Boros, Nassau, Suffolk, Westchester, Putnam & Orange Counties!

Position Will Require: • Providing OT/sensory services for growing referrals • Home, school, &/or community based cases • Light traveling involved • EI experience is a Plus!

www.OTJobLink.org N-7428

CALL, E-MAIL, OR APPLY ONLINE! PHONE: 516-576-2040 EMAIL: [email protected] Apply Online: allaboutkidsny.com Under Career Opportunities 29

Employment Opportunities Faculty

PROGRAM DIRECTOR / DIVISION CHIEF

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pplicants are invited to apply for a full-time 12-month faculty position (rank and track dependent on qualifications) for our innovative entrylevel master’s degree program at the University of New Mexico (http:// ot.unm.edu)/. We currently have nine core faculty positions, three administrative staff, and a diverse student body (30 students per class). Responsibilities will include leadership and administration of the program, including curriculum development, budget and fiscal management, facilities/academic reports and records management, serving as professional liaison with the university and national/local communities, recruiting and supervising personnel, teaching courses at the graduate level, graduate student thesis/project advising and research mentoring, committee work, and scholarly and service activity. The UNM Occupational Therapy Graduate Program is located in the culturally rich city of Albuquerque, which lies in the high desert ecosystem in central New Mexico. The city straddles the Rio Grande River and is bordered by the Sandia Mountains to the east and a string of five inactive volcanoes to the west. A number of Native American reservations and pueblos exist near the city. In addition to the world-renowned Albuquerque International Balloon Fiesta, Albuquerque boasts easy access to skiing and countless hiking and biking trails. Nearby Santa Fe is a mecca for the arts. UNM is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. The UNM Occupational Therapy Graduate Program has been accredited since its inception in 1993, and has current accreditation through 2022. Occupational Therapy Graduate Program UNIVERSITY OF NEW MEXICO Health Sciences Center/School of Medicine

The University of New Mexico is an Equal Opportunity/Affirmative Action Employer and Educator. For complete details of this position or to apply, please visit this website: https://unmjobs.unm.edu/ Please reference Posting Number: #0831409

Minimum Qualifications as of 8/1/15: • Earned doctorate (PhD or equivalent) • Credentials for appointment at the rank of Associate Professor or Professor; • At least 4 years of full-time faculty experience • Four years of occupational therapy clinical experience • Eligibility for licensure as an occupational therapist in the state of New Mexico Preferred Qualifications: • Evidence of organizational and/or professional leadership • Experience in program administration and management • Evidence of teaching and/or curriculum development experience and effectiveness • Evidence of scholarly activity • Success in obtaining research and/or programmatic funding Starting Date: Summer 2016. For best consideration, applications must be received by 08/31/2015; however, the position will remain open until filled. A complete application must contain a cover letter, CV, and three references. This position is subject to criminal records screening in accordance with New Mexico law and clearance by the New Mexico Department of Health is required as a condition of employment.

UNM’s confidentiality policy (“Recruitment and Hiring,” Policy #3210), which includes information about public disclosure of documents submitted by applicants, is located at http://www.unm.edu/~ubppm. For additional information, you may contact search committee chair Dr. Betsy VanLeit, who can be contacted at [email protected]; or call 505-272-1753. UNM offers a competitive salary with excellent benefits and continuing education opportunities. UNM is an Equal Opportunity / Affirmative Action Employer and Educator. This position may be subject to criminal screening in accordance with NM Law. F-7438

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Occupational Therapy Practice Guidelines

AO Sum occ adv pos

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ased on findings of systematic reviews, topic specific Practice Guidelines define the occupational therapy domain and process and interventions that occur within the boundaries of acceptable practice. The guidelines can be a useful tool for improving the quality of health care, enhancing consumer satisfaction, promoting appropriate use of services, and reducing costs. AOTA is committed to providing information to support decision making that promotes a highquality health care system that is affordable and accessible to all.

NEW!

• •

By Kathy Preissner, EdD, OTR/L Order #900355 AOTA Members: $69, Nonmembers: $98

For a full list of available Practice Guidelines,

visit www.aota.org/PG 30

NEW!

By Carol Siebert, MS, OTR/L, Stacy Smallfield, DrOT,OTR/L, and Susan Stark, PhD, OTR/L Order #900357 AOTA Members: $69, Nonmembers: $98

By Susan Bazyk, PhD, OTR/L, FAOTA, and Marian Arbesman, PhD, OTR/L Order #2223 AOTA Members: $69, Nonmembers: $98 BK-374

AUGUST 24, 2015 • WWW.AOTA.ORG

•

In e add Sat full

2015 AOTA /OTCAS

Education Summit October 17–18, 2015 • Denver, Colorado

Attendees can earn up to 12.75 contact hours! Register today @ www.aota.org/ educationsummit

AOTA is proud to present the 2nd Biennial AOTA/OTCAS Education Summit specialty conference that is designed specifically for occupational therapy educators. As an attendee, you will experience advanced-level learning in the Education Summit Keynote Address, multiple concurrent sessions, and posters that are focused on

• Pedagogy and Instructional Design, • Foundations for OT/OTA Education and Practice, and • Capacity Building with the Profession and Academia. In each of these 1 or 1.5 hour education platforms, there will be two or three 30-minute papers that address specific and relevant learning topics. In addition, two poster sessions will be available during Saturday and Sunday that enables direct interaction with speakers and colleagues. For more details, the full program will be posted by mid-August. The Centralized Application Service for Occupational Therapy SP-111

&

In December 2014, Rondalyn Whitney, PhD, OTR/L, FAOTA, published an article in the Journal of Autism and Developmental Disorders (http://dx.doi.org/10.1007/s10803-0142332-2) on the therapeutic benefit of writing for parents of children with disorders that result in potentially disruptive behaviors. Specifically, her work examined how writing can reduce parental stress, thus improving parent–child relationships. After Clarkson University in Potsdam, New York, where Whitney works as chair of the Occupational Therapy Department, distributed a press release on the study, Mehmet Oz, MD, mentioned the findings on his show, Dr. Oz. OT Practice Associate Editor Andrew Waite recently chatted with Whitney about her work.

Waite: What made you interested in the therapeutic value of writing? Whitney: I have been a writer my whole life.

Emotional disclosure is predictive of reducing maternal stress. What the research suggested is that the act of getting it out— writing it down— even writing on an erasable board, provided this benefit.

I’ve kept a journal since I was really tiny, back when they were diaries, not journals, and I always thought it was valuable to put my thoughts down on paper. Then when I got my master’s in occupational therapy at Samuel Merritt University [in Oakland, California,] I had the opportunity to design an experiment looking at journaling as a modality that could reduce stress. Specifically, I looked at its ability to draw out emotional disclosure, and I found it to be effective for this. Then life went on, and I started working with families with kids with autism, bipolar disorder, dissociative disorders—kids with lots of disruptive behaviors—and I saw lots of parents, especially mothers, being really stressed to the point of being haggard. I thought if I could provide something to them without having to add a major task into their busy lives, maybe it could help. I drilled more into the literature and found journal writing could be an accessible tool for these mothers. So this became my focus for my doctoral work, and I decided to focus on mothers because they are the pivot point. If you provide interventions for children without changing the mother’s stress level, research shows the benefit of that intervention goes down, the good work is undone. Waite: How did you actually measure the therapeutic benefit of writing? Whitney: I wanted to design an online

For example, “Take 15 minutes and write about things that drive you crazy.” I wanted to know whether the journaling itself would be useful, so I measured the level of emotional disclosure both positive and negative and tracked the correlation to levels of changes in stress pre and post intervention. Waite: What did you find? Whitney: Emotional disclosure is predic-

tive of reducing maternal stress. What the research suggested is that the act of getting it out—writing it down—even writing on an erasable board, provided this benefit. The other finding that was interesting was that there was a shift in my population of what parents attributed stress to. It shifted from “I have stress in my role as parent” to “I have stress.” That’s a subtle difference, but as an OT who is interested in occupational roles in life, I think it is an important finding. We understand the purpose of an occupational role, such as motherhood, and we have tools to work with it. Waite: What’s your next step? Whitney: I want to combine journaling with

some sort of online telehealth training. So the parents would go online, do their journaling, and then maybe once a week check in with an online group led by an occupational therapist. These kinds of online groups already exist and are well regarded, but I’d like to see how the journaling benefits it.

journaling opportunity for mothers that would encourage them to emote and then measure pre- and post-stress and pre- and post-child-mother relationships. I used the Parenting Stress Index to measure parental stress and the parent–child relationship, and I set up a series of writing prompts. 32

AUGUST 24, 2015 • WWW.AOTA.ORG

Advance Your Career With AOTA Board Certification or Specialty Certification… the Mark of Professional Leadership, Proficiency, and Commitment.

Stand out from your colleagues and demonstrate your commitment to the profession by earning your credential for Board Certification or Specialty Certification from AOTA. Demonstrate to your peers, employers, and clients that you are a dedicated occupational therapy professional with expertise in your chosen certification area. AOTA certification speaks volumes to occupational therapy clients, colleagues, and health care professionals. It is a validation of an occupational therapy practitioner’s dedication to ongoing continuing competence and quality service delivery. Join the ranks of some of the most esteemed occupational therapy professionals with your AOTA Board Certification or Specialty Certification. Visit www.aota.org/certification to learn more!

CERT-126

®

Revolutionary Leadership

Registration Is Now Open!

www.aota.org/conclave

AOTA/NBCOT National Student Conclave November 13–14, 2015 Valley Forge (Suburban Philadelphia), Pennsylvania SC-131

Earn .1 AOTA CEU

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

Transformational and Visionary Leadership in Occupational Therapy Management and Administration Shawn Phipps, PhD, MS, OTR/L, FAOTA Chief Quality Officer Associate Hospital Administrator Rancho Los Amigos National Rehabilitation Center Vice President, AOTA Board of Directors American Occupational Therapy Association Adjunct Assistant Professor of Clinical Occupational Therapy University of Southern California USC Chan Division of Occupational Science & Occupational Therapy Los Angeles, California

This CE article was developed in collaboration with AOTA’s Administration & Management Special Interest Section. ABSTRACT Visionary leadership strives to proactively optimize the outcomes of our occupational therapy programs and services. A vision represents an ideal future state and guides organizations toward a higher standard of excellence (Covey, 1991). There is a clear difference between leadership and management, but both are critical to activate a vision. Transformational leadership focuses on helping every member of the team succeed in achieving the vision. A vision must be bold but also realistic, achievable, and measurable. The vision must then be communicated through multiple stakeholder groups, using a variety of tailored approaches to each audience. Clear goals and objectives must be enacted to implement the vision, and leaders and frontline staff must remain laser focused and accountable in order to sustain the vision for the long haul. Managing resistance to change requires courage, frequent communication, and the full engagement of the team to be a part of the change process. LEARNING OBJECTIVES After reading this article, you should be able to: 1. Understand the key differences between leadership and management 2. Recognize the traits of transformational and visionary leaders 3. Identify strategies for successfully developing, communicating, implementing, and sustaining a vision 4. Identify strategies for motivation and managing resistance to organizational change in pursuit of a vision

AUGUST 2015

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OT PRACTICE, 20(15)

INTRODUCTION Bold leadership requires a transformational and visionary approach in order to optimize the outcomes of our occupational therapy programs and services on behalf of the patients and clients we serve. Transformational and visionary leadership are also critical for achieving the profession’s Centennial Vision of being a “powerful, widely recognized, science-driven, and evidence-based profession with a globally connected and diverse workforce meeting society’s occupational needs” (American Occupational Therapy Association [AOTA], 2007, p. 613). Through understanding the differences between leadership and management, and developing strategies to develop, communicate, implement, and sustain a vision, as well as strategies for managing resistance to organizational change, transformational and visionary leadership approaches will be explored. LEADERSHIP VERSUS MANAGEMENT There are key differences between leaders and managers in the context of having a transformational and visionary approach to leadership (Loehr & Schwartz, 2001). Managers tend to be internally focused, whereas leaders are externally focused, attempting to build consensus on a vision for the future and the action steps required in achieving the goals. Managers tend to think and act from a short-term view, whereas leaders have a long-term, big-picture focus. Managers control and direct, whereas leaders inspire and empower. Managers tend to recognize and solve problems, whereas leaders empower and clear the path for staff to make decisions and solve problems. Yet another differentiation is that managers tend to rely on strategy, structure, and systems, whereas leaders are inclined to use style, staff members, skills, and goals to reach the desired outcomes. It is recognized that a combination of leadership and management is critical to organizational success and helps our colleagues and staff members embrace changes that work to better the profession and the clients we serve. Your goals may be the same whether you lead or manage, but the methods you use to secure those goals are very different. The tasks associated with management require that the person who manages has been given the authority to supervise, organize, and control. In contrast, the tasks involved in leadership can be carried out by anyone. You can be a leader in promoting ethical practice, in maintaining competency or achieving expertise in a specialized area of practice, in facilitating client-centered and culturally competent practice, and in working effectively with the interprofessional team and referral sources. You can accomplish these goals even if your job title or job description does not encompass managerial or admin-

ARTICLE CODE CEA0815

CE-1

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

istrative responsibilities. It is critical for every student, clinician, supervisor, manager, director, executive leader, educator, and researcher to embrace this leadership challenge for the profession to thrive. As AOTA President Ginny Stoffel (2014) articulated so clearly in her Presidential Address, “Every member a leader” (p. 633). VISIONARY LEADERSHIP A vision represents an ideal model of the future that implies a change from the current state and effectively guides organizations toward a higher standard of excellence (Covey, 1991). Covey has identified visionary leadership as one of the seven habits of highly effective people. Visionary leadership is compelling and inspirational and is designed to challenge organizations to envision a future state that transcends the status quo. Kouzes and Posner (2007) identified five practices of exemplary visionary leadership. Effective visionary leaders: 1. Model the way 2. Inspire a shared vision 3. Challenge the process 4. Enable others to act 5. Encourage the heart

the initial change efforts, but it is equally important for a leader to be able to recognize and support good ideas and initiative in others, encourage risk taking, and be willing to change the system to support innovative best practices. An effective leader continually raises the bar for performance expectations, but he or she also provides the training, support, and coaching needed for people to attain mastery and success in achievable increments. Innovation may involve failure, but another attribute of a leader is the ability to learn from failure and to move ahead (Kouzes & Posner, 2007). An effective leader also has psychological hardiness, which is an attitude about stress that promotes an adaptive response. Psychological hardiness entails three key assumptions: first, a strong sense of control and belief in one’s power to influence the outcome of events; second, a strong commitment and a belief that there is something interesting or important in anything one does; and third, strength in challenge and a belief that personal fulfillment occurs through the continual process of learning. Leaders can promote hardiness in others by choosing tasks that are challenging but within the person’s abilities to develop a sense of control, by focusing on positive reinforcement to develop commitment, and by helping people to see the possibilities within change to develop an attitude of challenge.

Model the Way

Actions speak louder than words. Your behavior as a leader is the most powerful example to others (Kouzes & Posner, 2007). Your daily actions should reflect your commitment to your beliefs and values. These beliefs and values are clarified through self-examination and reflection. Ask yourself what is important to you, and why, and then act on your beliefs. Work with others to develop and affirm shared values among your department, interprofessional team, and organization. This provides a common language and a common vision within the organization that facilitates commitment, enthusiasm, and energy to create positive change. Inspire a Shared Vision

Even though you may have a strong and compelling vision for your organization, you will not be effective in achieving this vision until you can inspire others to share it with you (Kouzes & Posner, 2007). Most people want their work to be challenging, meaningful, and purposeful. In addition, most people will welcome the opportunity to take part in a new and exciting endeavor that can potentially change how things are done and create something positive. We have a need to make a difference, and we attain much of our self-identity through our work. By listening carefully to others and communicating the meaning and significance of your vision, you can give your colleagues a tangible outcome to aspire to and help them to see how their own interests and aspirations can become aligned with your vision. In the process, your vision can also broaden to encompass the visions of others.

Enable Others to Act

Successful leaders enable others to act by fostering trust and creating an environment of collaboration (Kouzes & Posner, 2007). They allow others to feel a sense of personal power and accomplishment. They spread the power around, rather than micromanaging every situation. Leaders who trust the team members to contribute are more accepting of alternative viewpoints and more willing to let others exercise their influence. This creates trust among the team members, and trust is the most significant predictor of people’s satisfaction with their employer. A climate of trust creates positive interdependence, in which cooperation rather than competition is used to achieve goals. Employees who perceive that power is shared in the workplace have a higher level of job satisfaction and performance. Encourage the Heart

Leaders recognize and celebrate individual contributions and achievements in ways that are personal and meaningful to the recipients (Kouzes & Posner, 2007). They provide clear standards and give detailed feedback to individuals about their progress toward their goals. They have high expectations and focus on positive reinforcement. They pay attention to what their people do. They disclose information about themselves, motivating others to share as well. They use celebrations to create a sense of community and reinforce the desired culture and vision. They create strong social support networks to foster a sense of affiliation and attachment among colleagues.

Challenge the Process

Developing a Vision

Successful leadership usually involves creating a change in the status quo (Kouzes & Posner, 2007). The leader’s vision may drive

The first step in developing a powerful vision is to envision the outcome and begin with the end in mind (Covey, 1991). Ideally,

CE-2

ARTICLE CODE CEA0815

AUGUST 2015

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Earn .1 AOTA CEU (one contact hour and 1.25 NBCOT PDU). See page CE-7 for details. the vision is a formulated through a strategic planning process in which the vision statement is developed and shared among all critical stakeholders, representing leaders, frontline staff, and even the clients we serve. It must also be future oriented to assist our colleagues in clearly imagining a future state, and be bold enough to promote creativity and excitement in moving the profession or an organization toward a more optimal place. However, the vision must also be realistic, achievable, and measureable, so that the organization can clearly track progress toward the achieving it. Communicating a Vision

Successfully communicating a new vision requires consistency and tenacity to inspire and motivate the profession or the organization in building energy and excitement toward a new state (Zaccaro & Banks, 2001). It is essential to network and reach out to all sectors of the organization to obtain their feedback and ideas on the best strategies for achieving the vision. Communication regarding the vision must be tailored to the audience of focus. Communication vehicles should include focus groups with a variety of stakeholders both internal and external to the organization, in addition to written communication tools, such as newsletters or electronic messaging. Social media, including Facebook, Twitter, LinkedIn, and AOTA’s OT Connections, is now a powerful and effective medium for communicating a vision. Implementing a Vision

After obtaining stakeholder input and feedback, leaders must develop clear goals and objectives for achieving the vision through the strategic planning process (Leggitt & Anderson, 2001). Budgets will need to be developed to ensure that the processes of implementing the vision are fiscally sound. Organizational systems must be developed to ensure that the goals and objectives are resourced appropriately and given a high level of priority. All members of the organization should be engaged to support the vision and ensure its success. All departments or divisions in the organization should be able to articulate and enact initiatives that support the vision and the strategic plan developed to achieve the vision. Visionary and transformational leaders set high performance expectations for everyone in the organization. Sustaining a Vision

Supporting a vision for the long term requires constant attention and engagement by all levels of the organization (Millward & Bryan, 2005). Leaders and frontline staff must remain focused to ensure that the organizational commitment and passion for the vision do not fade. There must be flexibility to ensure that the team is able to respond to new external developments or unexpected challenges along the way. The vision and strategic plan should be reviewed at least annually to ensure that goals and objectives are reached and that the vision remains relevant and achievable. Accountability is also critical to ensuring success with achieving a long-term vision. All stakeholders should have frequent opportunities to review progress toward achievAUGUST 2015

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ing organizational goals and objectives that support the vision. Organizational barriers should also be identified, and leaders and frontline staff need to be engaged to develop problem-solving strategies that assist with eliminating barriers. TRANSFORMATIONAL LEADERSHIP Transformational leaders convey a clear vision of the organization’s future, exhibit passion for the organization’s mission, and demonstrate the ability to inspire others to achieve a vision that may seem unachievable (Applebaum & Wohl, 2000). They focus on helping every member of the team succeed by developing trust, admiration, and respect among each other. Transformational leaders also inspire creativity and motivation to pursue a common goal or vision for the future in the context of a culture of innovation (Kim & Yoon, 2015). Research has shown that a transformational leadership style contributes to a work environment that supports clinicians to adopt behaviors that incentivize innovation and optimal achievement of client outcomes (Weng, Huang, Chen, & Chang, 2015). Transformational leadership engagement of staff has also been linked to a reduction in adverse events and patient mortality (Hendricks, Cope, & Baum, 2015). A strong commitment to patient safety, rather than a culture of blame, is associated with transformational leadership (Merrill, 2015), and it is also associated with staff dedication to continuous quality improvement in health care (McFadden, Stock, & Gowen, 2015). Frontline staff members are empowered to take a strong leadership role on their interprofessional teams in promoting high-quality patient care (MacPhail, Young, & Ibrahim, 2015). Transformational leadership promotes emotional intelligence, staff satisfaction, and a high level of clinical effectiveness (Tyczkowski et al., 2015). Positive work environments that promote patient-centered care and evidence-based practice with a reduction in staff turnover and absenteeism are linked to transformational leadership (Jeon et al., 2015). Systems improvement and project management success are driven by transformational leaders (Gousy & Green, 2015). Through collaboration, open communication, and shared governance, staff members at all levels in the organization can be active participants in shared decision making. Individualized mentoring and coaching leads to improved capacity of staff members as they develop into transformational leaders (Leggat, Balding, & Schiftan, 2015). Successful actualization of transformational leadership requires the following four leadership behaviors (Tinkham, 2015): 1. Intellectual stimulation that promotes creativity and independent thinking 2. Idealized influence, through which leaders serve as a positive role model 3. Tailored mentorship and support for individual mentees 4. Inspirational motivation that creates a vision to which others want to contribute In addition, transformational leadership development requires continuous improvement and reflection on critical achievements,

ARTICLE CODE CEA0815

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

defining moments, and setbacks, and it provides a safe environment for learning and development, to learn from mistakes and improve leadership capacity (Bleich, 2015). Research has shown that openness to experience and constructive feedback is a strong predictor of career mobility into management positions and success as a transformational leader (Nieß & Zacher, 2015). Transformational leadership is critical for developing, communicating, implementing, and sustaining a long-term vision. Transformative Leadership Through Effective Feedback

Positive reinforcement can drive an employee to higher levels of achievement (Kling, 1995; Phipps, 2011). When the employee engages in a desired behavior, the leader should take the time to provide positive feedback using verbal or written methodologies, whether through spontaneous recognition or during the employee’s performance review (Cravens, Oliver, & Stewart, 2010). Positive feedback reinforces the desired behavior, encouraging the employee to engage in it with greater frequency (Shalley, 1991). Praise should be sincere, timely, and related to specific accomplishments that contribute significantly to the success of the program. If feedback is necessary to correct a behavior, the feedback should be honest, objective, constructive, specific, clear, and communicated with an emphasis on how the employee can turn a mistake into an opportunity for goal achievement (Cawley, Keeping, & Levy, 1998). Feedback promotes constructive communication, collaboration, and cooperation, and it creates a work environment that fosters goal-oriented behavior and a focus on the multitude of opportunities to engage in satisfying work (Zacher, Heusner, Schmitz, Zwierzanska, & Frese, 2010). For example, a manager observed an employee exhibiting unprofessional behaviors with clients and staff. The manager scheduled a time to meet with the employee privately to discuss these behaviors and offered constructive feedback on the employee’s performance. The employee indicated that she was not aware of the problematic behaviors and, together, the manager and employee set a mutually agreed on goal for achieving a higher level of professional behavior with clients and staff, providing a platform for ongoing support, feedback, and motivation toward a shared goal. Transformative Leadership Through Fair Practices Employees should feel that the implementation of departmental policies is conducted fairly and judiciously (Phipps, 2011). When all employees are treated fairly and given equal opportunity for achievement, they are more likely to contribute to the success of the organization (Locke & Latham, 1990). Alternatively, if employees do not trust that the manager is implementing a policy fairly, their motivation may wane over time. For example, a new graduate distrusted a clinical supervisor whom she perceived as focusing on her clinical flaws. Instead of contributing to the success of the department, the employee reluctantly took a passive role in the organization. After the supervisor recognized the employee’s disengagement, a meeting was scheduled to discuss her performance. The employee revealed that she did not feel that she was being treated fairly, as she felt the supervisor was overly CE-4

critical of her work. Together, the supervisor and employee developed a plan for supported mentorship that created a safe platform for exchanging ideas and problem solving without making the employee feel singled out from the other staff. Transformative Leadership Through Effective Communication and Active Listening

Effective communication fosters empowerment, personal growth, and organizational trust in a supervisory relationship (Phipps, 2011). A critical component to effective communication is active listening. Active listening is the multifaceted skill of directing full attention, concentration, and effort to the employee while remaining nonjudgmental. Through active listening, the manager establishes trust and demonstrates respect for the concerns of the employee (Nyhan, 2000). The manager can motivate employees by listening to their concerns regarding challenges in the workplace and engaging in active problem solving (Latham & Pinder, 2005). Often, employees have creative suggestions for how to resolve a problem or concern, and having those suggestions taken seriously can motivate them to take decisive action. For example, an employee had been increasingly concerned with the productivity demands of the organization. The employee approached the manager with her concerns that quality patient care was being compromised due to the unrealistic expectations for productivity. The manager actively listened to the employee’s concerns and asked her to share her ideas. The employee then offered to lead an innovative group therapy program development project that could maximize productivity and provide a higher level of quality patient care. Through active listening, the manager was able to encourage active problem solving and creative solutions for achieving a mutually satisfying goal. Transformative Leadership Through Effective Delegation Delegating responsibilities to employees contributes to their professional development by providing unique opportunities to build new skills and develop new competencies (Phipps, 2011; Reinhard & Dickhauser, 2009). Delegation can also provide the added benefit of motivating employees toward action, as they become the drivers of change through engaging in work responsibilities that have meaning (Honold, 1997). Empowering leadership has been shown to positively affect psychological empowerment, which influences higher levels of intrinsic motivation and creative process engagement (Zhang & Bartol, 2010). Delegation is a leadership skill that requires an astute understanding of which tasks will challenge the employee and provide him or her with an opportunity to engage fully in shaping the future of the organization (Phipps, 2011). The manager can effectively empower the employee to higher levels of confidence and self-efficacy toward future-oriented organizational goals (Bandura & Locke, 2003). Delegation also allows for supportive autonomy, in which the employee has an opportunity to define how a delegated task is accomplished. For example, an occupational therapist was supervising an occupational therapy assistant who demonstrated a high level of creativity and potential

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Earn .1 AOTA CEU (one contact hour and 1.25 NBCOT PDU). See page CE-7 for details. for contributing to the department. The occupational therapist delegated a program development opportunity to the occupational therapy assistant that allowed her to use her creativity to develop a program flyer and a presentation promoting occupational therapy for distribution to physicians and the public.

making are optimized with the inclusion of multiple perspectives; individual strengths are capitalized on as the group identifies lead persons to carry out specific tasks; and the collective strength of the group creates opportunities for improved productivity, quality, and optimum employee performance.

Transformative Leadership Through Inclusiveness in Decision Making and Employee Participation

Transformative Leadership Through Mentoring

Regularly communicating the organization’s or department’s mission, values, and vision can motivate employees toward a higher level of participation (Mathieu & Zajac, 1990; Phipps, 2011). When employees feel they are an important part of the larger organization and know that their contribution is valued, they are more likely to take action to help the organization meet its goals and objectives (Brown, 1996; Wagner, 1994). Managers and staff should create team goals through a strategic planning process that promotes full inclusion of all staff members (Cotton, Vollrath, Froggatt, Lengnick-Hall, & Jennings, 1988). Strategic initiatives should be bold, clear, and measurable to ensure that employees are motivated to achieving the objectives of the program (Glew, O’Leary-Kelly, Griffin, & Van Fleet, 1995). The manager motivates individual practitioners to implement those goals by capitalizing on the strengths of each (Doucouliagos, 1995). For example, a manager decided to develop a new mission, values, and vision statement for the department. Rather than working on this project in isolation, the manager brought the entire team together and divided responsibilities for developing a shared direction for the department. The staff commented that they felt a greater level of motivation for achieving the department’s goals because they were included in the development of the departmental vision. Transformative Leadership Through Effective Team Building

Team-building activities have been shown to effectively lead employees toward successfully accomplishing organizational goals and objectives (O’Leary-Kelly, Martocchio, & Frink, 1994; Phipps, 2011). Team building can occur in the context of committees, staff meetings, and Occupational Therapy Month celebration activities, to name a few. Building solid teams working in partnership can maximize productivity, interpersonal harmony, and measurable goal achievement, as it facilitates the integration of an individual’s goals into a larger focus on the organization’s needs (Lumsdon, 1995). Effective teams are composed of an interdependent group of individuals who are organized around the organization’s core mission, values, and vision for the future. Team building infuses mutual accountability for achieving the organization’s goals when work is conducted in a collaborative environment in which each member of the team has a clear sense of his or her roles and responsibilities for realizing the shared vision for the organization’s success. It can also facilitate enthusiasm, passion, and drive toward achieving the program’s vision and mission. Employees who typically underachieve will be motivated by the norm expectations of success from the group at large; problem solving and collective decision AUGUST 2015

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Mentoring in occupational therapy involves pairing an experienced leader with an employee who has identified a particular goal in the organization that relates to the mentor’s strengths (Phipps, 2011). It provides training opportunities to develop new skills and can be an effective means of motivating employees (Benson & Dundis, 2003). The mentoring process can provide the necessary support to motivate an employee toward action, as accountability and mutual problem solving are established in the mentoring relationship. Transformative Leadership Through Employee Rewards One key to keeping employees motivated is to reward them for work well done (Jenkins, Mitra, Gupta, & Shaw, 1998; Phipps, 2011). Often, a simple “thank you” is all it takes to make an employee want to continue working hard. Likewise, public acknowledgment by a peer can effectively motivate employees toward higher levels of achievement. However, sometimes it is prudent to reward employees in a different way. Any reward system should be designed and implemented in consultation with employees and should reflect the values of the organization (DeMatteo, Eby, & Sundstrom, 1998). Many options are available for rewards, but a few guidelines should be followed (Phipps, 2011). First, the reward should be matched specifically to the person and to the achievement, and it should be bestowed in a timely and authentic manner (Perry, Mesch, & Paarlberg, 2006). Employees should feel that their reward is meant for them, and that thought went into ensuring its specialness. To find out what rewards employees might like, managers should ask them, either face to face or via an interest survey, what they value or what they enjoy doing during their off time. No two people are alike, and therefore rewards should not be the same across the board. Individualizing rewards shows employees that they are cared about and respected. For example, a manager recognized a member of the team for his work in successfully preparing the department for a hospital accreditation survey. The manager collaborated with the team on a special recognition lunch to congratulate the employee’s efforts, with attendance by key hospital administrators. Each team member prepared a brief statement of congratulations. This recognition was deeply effective for the employee and served as a motivator for continued levels of excellence. Additional suggestions for providing concrete rewards for exceptional performance to motivate employees include raises and bonuses, increased paid time off, promotions, or a title change (Baltes, Briggs, Huff, Wright, & Neuman, 1999; Phipps, 2011). All behavior or activity that is rewarded should be above-ordinary productivity or expectations; frivolous rewards will set a precedent in which employees expect all behavior to be rewarded, which could

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be costly (Bucklin & Dickinson, 2001). It should also be noted that managers should not promise a reward unless they can actually deliver it (Honeywell-Johnson & Dickinson, 1999); failing to deliver on the promise devalues the employee and his or her contribution. Transformative Leadership in Challenging Times

Motivating employees during challenging times, whether due to a down economy or rapid organizational change, can present the occupational therapy manager with opportunities for innovative leadership approaches to motivation (Phipps, 2011). An effective leader consistently prepares employees for inevitable change (Nohria, Groysberg, & Lee, 2008). Leaders must ensure that employees understand why a change is necessary. Employees also need to feel that their ideas are valued as part of the solution to organizational challenges. Effective leaders inspire employees toward a more optimistic future by actively engaging the employee in solution-driven activity, despite the threat of layoffs and budgetary cutbacks. High morale, employee satisfaction, and the achievement of high levels of motivation are possible during challenging times when employees view their team’s work as ultimately contributing to making others’ lives more fulfilling. RESISTANCE TO CHANGE Resistance is the action taken by individuals and groups when they perceive a change as a threat to them (Zaccaro & Banks, 2001). Leaders must recognize that resistance is a natural byproduct of transformational and visionary change processes. Effective leaders seek to engage individuals who resist change by assisting them with being a part of the change process (Nohria et al., 2008). Managing resistance to change requires courage, commitment, frequent communication at all levels, inclusiveness, and respect for alternative points of view (Phipps, 2011). Additional strategies for managing resistance to organizational change include: • Listen to concerns and seek feedback. • Create opportunities for involvement. • Maintain open communication. • Offer support and reassurance. • Communicate the mission, vision, objectives, priorities, and goals frequently. • Model integrity. • Encourage creative thinking and problem solving. • Reward high performance. • Celebrate successes. Through these change management strategies, effective leaders ensure understanding with the change process, engage individuals in solution-driven communications, and foster effective teamwork to tackle the challenge of supporting a transformational and visionary organizational change. CONCLUSION Visionary leadership strives to proactively optimize the outcomes of our occupational therapy programs and services. A vision represents CE-6

an ideal future state and guides organizations toward a higher standard of excellence. There is a clear difference between leadership and management, but both are critical to activate a vision. Transformational leadership approaches focus on helping every member of the team succeed in achieving the vision. A vision must be bold but also realistic, achievable, and measurable. The vision must then be communicated through multiple stakeholder groups, using a variety of tailored approaches to each audience. Clear goals and objectives must be enacted to implement the vision, and leaders and frontline staff must remain laser focused and accountable in order to sustain the vision for the long haul. Managing resistance to change requires courage, frequent communication, and the full engagement of the team to be a part of the change process. REFERENCES American Occupational Therapy Association. (2007). AOTA’s Centennial Vision and executive summary. American Journal of Occupational Therapy, 61, 613–614. http://dx.doi.org/10.5014/ajot.61.6.613 Applebaum, S. H., & Wohl, L. (2000). Transformation or change: Some prescriptions for health care organizations. Managing Service Quality, 10, 279–283. Baltes, B. B., Briggs, T. E., Huff, J. W., Wright, J. A., & Neuman, G. A. (1999). Flexible and compressed workweek schedules: A meta-analysis of their effects on work-related criteria. Journal of Applied Psychology, 84, 496–513. Bandura, A., & Locke, E. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87–99. Benson, S. G., & Dundis, S. P. (2003). Understanding and motivating health employees: Integrating Maslow’s hierarchy of needs, training and technology. Journal of Nursing Management, 11, 315–320. Bleich, M. R. (2015). Defining moments in leadership character development. Journal of Continuing Education in Nursing, 46, 247–249. http://dx.doi.org/http://dx.doi.org/10.3928/00220124-20150518-14 Brown, S. P. (1996). A meta-analysis and review of organizational research on job involvement. Psychological Bulletin, 120, 235–255. Bucklin, B. R., & Dickinson, A. M. (2001). Individual monetary incentives: A review of different types of arrangements between performance and pay. Journal of Organizational Behavior Management, 21, 45–137. Cawley, B. D., Keeping, L. M., & Levy, P. E. (1998). Participation in the performance appraisal process and employee reactions: A meta-analytic review of field investigations. Journal of Applied Psychology, 83, 615–633. Cotton, J. L., Vollrath, D. A., Froggatt, K. L., Lengnick-Hall, M. L., & Jennings, K. R. (1988). Employee participation: Diverse forms and different outcomes. Academy of Management Review, 13, 8–22. Covey, S. R. (1991). Principle-centered leadership. New York: Simon & Schuster. Cravens, K. S., Oliver, E. G., & Stewart, J. S. (2010). Can a positive approach to performance evaluation help accomplish your goals? Business Horizons, 53, 269–279. http://dx.doi.org/10.1016/j.bushor.2009.09.005 DeMatteo, J. S., Eby, L. T., & Sundstrom, E. (1998). Team-based rewards: Current empirical evidence and directions for future research. Research in Organizational Behavior, 20, 141–183. Doucouliagos, C. (1995). Worker participation and productivity in labor-managed and participatory capitalist firms: A meta-analysis. Industrial and Labor Relations Review, 49, 58–77. Glew, D. J., O’Leary-Kelly, A. M., Griffin, R. W., & Van Fleet, D. D. (1995). Participation in organizations: A preview of issues and proposed framework for future analysis. Journal of Management, 21, 395–421. Gousy, M., & Green, K. (2015). Developing a nurse-led clinic using transformational leadership. Nursing Standard, 29(30), 37–41. http://dx.doi.org/10.7748/ ns.29.30.37.e9481

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Earn .1 AOTA CEU (one contact hour and 1.25 NBCOT PDU). See below for details. Hendricks, J., Cope, V., & Baum, G. (2015). Postgraduate nurses’ insights into the nursing leadership role: Do they intuitively link the role to patient safety? Journal of Nursing Education and Practice, 5(9), 72–77. http://dx.doi. org/10.5430/jnep.v5n9p72 Honold, L. (1997). A review of the literature on employee empowerment. Empowerment in Organizations, 5, 202–212. Honeywell-Johnson, J. A., & Dickinson, A. M. (1999). Small group incentives: A review of the literature. Journal of Organizational Behavior Management, 19, 89–120. Jenkins, G. D., Mitra, A., Gupta, N., & Shaw, J. D. (1998). Are financial incentives related to performance? A meta-analytic review of empirical research. Journal of Applied Psychology, 83, 777–787. Jeon, Y., Simpson, J. M., Li, Z., Cunich, M. M., Thomas, T. H., Chenoweth, L., & Kendig, H. L. (2015). Cluster randomized controlled trial of an aged care specific leadership and management program to improve work environment, staff turnover, and care quality. Journal of the American Medical Directors Association, 16(7), 629.e19–629.e28. http://dx.doi.org/10.1016/j. jamda.2015.04.005 Kim, S., & Yoon, G. (2015). An innovation-driven culture in local government: Do senior managers’ transformational leadership and the climate for creativity matter? Public Personnel Management, 44(2), 147–168. Kling, J. (1995). High performance work systems and firm performance. Monthly Labor Review, 118, 29–36. Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Francisco: Jossey-Bass. Latham, G. P., & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56, 485–516. Leggat, S. G., Balding, C., & Schiftan, D. (2015). Developing clinical leaders: The impact of an action learning mentoring programme for advanced practice nurses. Journal of Clinical Nursing, 24, 1576–1584. Leggitt, M. S., & Anderson, R. (2001). Linking strategic and quality plans. Quality Progress, 34, 61–63. Locke, E. A., & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological Science, 1, 240–246. Loehr, J., & Schwartz, T. (2001). The power of full engagement: Managing energy, not time, is the key to high performance and personal renewal. New York: Simon & Schuster. Lumsdon, K. (1995). Why executive teams fail and what to do. Hospital & Health Networks, 69, 24–26. MacPhail, A., Young, C., & Ibrahim, J. E. (2015). Workplace-based clinical leadership training increases willingness to lead. Leadership in Health Services, 28(2), 100–118. http://dx.doi.org/10.1108/LHS-01-2014-0002 Mathieu, J. E., & Zajac, D. M. (1990). A review and meta-analysis of the antecedents, correlates, and consequences of organizational commitment. Psychological Bulletin, 108, 171–194. McFadden, K. L., Stock, G. N., & Gowen, C. R. (2015). Leadership, safety climate, and continuous quality improvement: Impact on process quality and patient safety. Health Care Management Review, 40(1), 24–34. http://dx.doi. org/10.1097/HMR.0000000000000006 Merrill, K. C. (2015). Leadership style and patient safety: Implications for nurse managers. Journal of Nursing Administration, 45, 319–324. http://dx.doi. org/10.1097/NNA.0000000000000207 Millward, L. J., & Bryan, K. (2005). Clinical leadership in health care: A position statement. International Journal of Health Care Quality Assurance Incorporating Leadership in Health Services, 17, 13–25. Nieß, C., & Zacher, H. (2015). Openness to experience as a predictor and outcome of upward job changes into managerial and professional positions. PLoS One, 10(6) http://dx.doi.org/10.1371/journal.pone.0131115 Nohria, N., Groysberg, B., & Lee, L. (2008). Employee motivation: A powerful new model. Harvard Business Review, 86, 78–84. Nyhan, R. C. (2000). Changing the paradigm: Trust and its role in public sector organizations. American Review of Public Administration, 30, 87–109. AUGUST 2015

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O’Leary-Kelly, A. M., Martocchio, J. J., & Frink, D. D. (1994). A review of the influence of group goals on group performance. Academy of Management Journal, 37, 1285–1301. Perry, J. L., Mesch, D., & Paarlberg, L. (2006). Motivating employees in a new governance era: The performance paradigm revisited. Public Administration Review, 66, 505–514. Phipps, S. (2011). Motivating employees. In K. Jacobs & G. L. McCormack (Eds.), The occupational therapy manager (5th ed.). Bethesda, MD: AOTA Press. Reinhard, M., & Dickhauser, O. (2009). Need for cognition, task difficulty, and the formation of performance expectancies. Journal of Personality and Social Psychology, 96, 1062–1076. Shalley, C. E. (1991). Effects of productivity goals, creative goals, and personal discretion on individual creativity. Journal of Applied Psychology, 76, 179–185. Stoffel, V. C. (2014). Presidential address, 2014—Attitude, authenticity, and action: Building capacity. American Journal of Occupational Therapy, 68, 628–635. http://dx.doi.org/10.5014/ajot.2014.686002 Tinkham, M. (2015). Transformational leaders in the perioperative setting: In focus. AORN Journal, 101(3), P13–P14. http://dx.doi.org/10.1016/S00012092(15)00069-1 Tyczkowski, B., Vandenhouten, C., Reilly, J., Bansal, G., Kubsch, S., & Jakkola, R. (2015). intelligence (EI) and nursing leadership styles among nurse managers. Nursing Quarterly, 39, 172–180.  Wagner, J. A. (1994). Participation effects on performance and satisfaction: A reconsideration of research evidence. Academy of Management Review, 19, 312–330. Weng, R., Huang, C., Chen, L., & Chang, L. (2015). Exploring the impact of transformational leadership on nurse innovation behaviour: A cross-sectional study. Journal of Nursing, 23, 427–439. http://dx.doi.org/10.1111/jonm.12149 Zaccaro, S. J., & Banks, D. J. (2001). Leadership, vision, and organizational effectiveness. In S. J. Zaccaro & R. J. Klimoski (Eds.), The nature of organizational leadership: Understanding the performance imperatives confronting today’s leaders (pp. 181–218). San Francisco: Jossey-Bass. Zacher, H., Heusner, S., Schmitz, M., Zwierzanska, M. M., & Frese, M. (2010). Focus on opportunities as a mediator of the relationships between age, job complexity, and work performance. Journal of Vocational Behavior, 76, 374–386. Zhang, X., & Bartol, K. M. (2010). Linking empowering leadership and employee creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement. Academy of Management Journal, 53, 107–128.

How to Apply for Continuing Education Credit A. To get pricing information and to register to take the exam online for the article Transformational and Visionary Leadership in Occupational Therapy Management and Administration, go to www.aota.org/cea, or call toll-free 877- 404-2682. B. Once registered and payment received, you will receive instant email confirmation with password and access information to take the exam online immediately or at a later time. C. Answer the questions to the final exam found on page CE-8 by August 31, 2017. D. On successful completion of the exam (a score of 75% or more), you will immediately receive your printable certificate.

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

Final Exam Article Code CEA0815 Target Audience: Occupational Therapists, Occupational Therapy Assistants • August 24, 2015 To receive CE credit, exam must be completed by AUGUST 31, 2017. Learning Level: Entry Target Audience: Occupational Therapists, Occupational Therapy Assistants Content Focus: Category 3: Professional Issues: Administration and Management

1. Which of the following describes effective leadership? A. It is internally focused. B. It requires supervisory or management skills. C. It builds consensus on a vision for the future. D. It acts from a short-term view. 2. Research has shown that transformational leadership: A. Contributes to a work environment that supports clinicians to adopt behaviors that incentivize innovation and optimal achievement of patient outcomes B. Reduces adverse events and mortality C. Promotes staff dedication to continuous quality improvement D. ll of the above 3. Successful actualization of transformation leadership requires: A. Adherence to management’s directives B. Idealized influence, through which leaders serve as a positive role model C. Dependent mentorship D. Raises and promotions

6. Developing a vision requires: A. Envisioning the outcome B. Beginning with the end in mind C. Boldness, creativity, and a future orientation D. All of the above 7. Implementing a vision requires: A. High organizational performance expectations B. Focus groups C. Social media D. Newsletters 8. Sustaining a vision requires: A. Large budgets B. Laser focus C. Hand holding D. Evidence 9. Resistance to change: A. Is a natural byproduct of transformational and visionary change processes B. Presents an opportunity to assist individuals with being a part of the change process C. Requires courage, commitment, and frequent communication D. All of the above 10. Which of the following is not a strategy for managing resistance to organizational change? A. Communicate the mission, vision, objectives, priorities, and goals frequently B. Pursue disciplinary action towards those who resist change C. Model integrity D. Reward high performance

4. A vision: A. Represents an ideal model of the future that implies a change from the current state and effectively guides organizations toward a higher standard of excellence B. Represents an area of AOTA specialty certification C. Requires acuity and oculomotor control D. None of the above

11. Inclusiveness and participation effectively improve employee motivation because A. Employees feel they are an important part of the larger organization. B. Employees know that their contribution to the success of a strategic plan is valued. C. Employees are more likely to take action toward helping the organization meet its goals and objectives. D. All of the above

5. Which of the following is not a practice of exemplary visionary leadership? A. Challenging the process B. Modeling the way C. Encouraging dissent D. Enabling others to act

12. Delegation is an effective strategy for building employee motivation because: A. Delegation takes the workload off the manager. B. Delegation builds morale. C. Delegation builds new skills and develops new competencies. D. All of the above

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