Keynote Speaker:

Alyson D. Stover, MOT, JD, OTR/l, BCP

AOTA President, 7/01/2022-6/30/2025

Session 1A

Occupational Therapy and Community Programming: Panel Discussion 

Dr. Tracy VanOss, DHSc, OTR/L, MPH, FAOTA

Learning Objectives:

1. Identify occupational therapy community programming for various populations and settings.

2. Recognize the role of occupational therapy in community programming with various populations.

3. State how occupational therapy can impact the community in various settings.

Abstract:

“Inside Out”

Kenneth Eichmann, OTS

Meghan Gamache, OTS

Madison Cleary, OTS

Nicole Cobb, OTS

Lydia Kessel, OTS

(QU OTD Class of 2025)

Occupations Therapy Learning Living Community (LLC)

Nickole Biedrzyki, OTS (QU MOT Class of 2026)

Jennifer Bogardus, PT, PhD (Texas Woman University)

Jessica VanOss (QU MOT class of 2029)

Maximize Personal Growth and Independence for Persons Experiencing Homelessness

Grace DiGiovanni, OTS

(MOT Class of 2024)

Abstract:

The primary speaker will serve as a moderator for this panel session describing three occupation based community programs.  Community programming developed and implemented by occupational therapy faculty and students will be shared. The panelists will describe programming for children in a daycare setting; freshman college students in a living learning community at a university; and previously homeless older adults in a supportive housing complex. Each will share the development of the community program, clinical relevance, link to occupation based interventions, professional implications, and outcomes.

“Inside Out”

Using the movie “Inside Out”, emotional regulation bins were created correlating to the emotions of anger, sadness, fear, joy, and disgust portrayed in the movie. An interactive community intervention was created in a local daycare facilitated for children to identify and name emotions within themselves and others. The interventions encouraged task participation and engagement in conversations with peers and supervising adults.

Occupations Therapy Learning Living Community (LLC)

Freshman students at Quinnipiac University in the Occupations Therapy Learning Living Community were invited to participate in a CHAMPS Initiative (Creating Healthy Attitudes in Medical Professionals) pilot. Community programming during the semester shared engaging health and wellness sessions in the core areas of sleep, nutrition, stress management, and physical activity. The hypothesis was undergraduate students who participate in the CHAMPS Initiative will have significant improvements in their individual health habits and attitudes than students who do not.

Maximize personal growth and independence for persons experiencing homelessness

Persons experiencing homelessness and those with a low socio-economic status are associated with poor health outcomes due to high burden of neglected chronic medical conditions, limited access to routine health care, and direct complications from being unsheltered (Trick et. al., 2021). Occupational therapists incorporate therapeutic use of everyday activities to treat physical, mental, developmental, and emotional disorders that may be impacting a person's life. This community program helped to identify client needs and administer two monthly groups for clients in supportive housing to help the tenants learn more about common health conditions.

Trick, W.E., Rachman, F., Hinami, K. et al. Variability in comorbidities and health services use across homeless typologies: multicenter data linkage between healthcare and homeless systems. BMC Public Health 21, 917 (2021). https://doi.org/10.1186/s12889-021-10958-8

Session 1B

Development of a Multidisciplinary Vocational Program for People with Unique Needs 

Caryn McAllister, PT DPT, High Quality Home Therapy

Christina Davino, MS, OT, High Quality Home Therapy

Karine Rocha De Benedicto, MS, CCC-SLP, High Quality Home Therapy

Learning Objectives:

After this course, participants will be able to:

1. Understand the role of collaborative efforts as it relates to achievement of goals within the framework of a comprehensive vocational training program.
2. Feel empowered to function as a therapist in a vocational rehab program.
3. Identify 4 vocational skills and / or tasks for clients required in any work environment.
4. Be able to list specific methods to support patients to be able to achieve goals required for specific vocational tasks.
5. Identify steps needed to create a multidisciplinary vocational program within their clinical setting.

Abstract:

Work is one of eight occupations categorized within the domain of occupational therapy practice. Work performance supports meaningful participation and personal fulfillment and structure in daily life, which are essential for people's health and well-being. Yet work is often a struggle for people with unique needs. And people have difficulty finding the help they need within the current healthcare system.

We can do something about this if we unite as professionals and work together to help people achieve more.

This course will examine the role of occupational therapy in conjunction with physical and speech therapy as it relates to the development and implementation of vocational programing in the outpatient setting.

Led by a collaborative team of professionals, it will be interactive with time allotted for questions and and answers. 2-3 case studies will be provided as well as supportive scientific literature.

Occupational therapists will leave this course empowered by the successes achieved by their peers able to implement a program similar in their clinical practice.

Session 1C

DEI: Leadership and Mentorship

Ivy Rentz EdD, MSA, OTR/L 

Learning Objectives:

1. Assist occupational therapy practitioners in acquiring knowledge, skills and confidence to engage across differences with integrity and empathy.

2. Identify roles and responsibilities in fostering safe and inclusive environments.

3. Identify obstacles and pathways to leadership.

Abstract:

The New York State Black Occupational Therapy Caucus (NYSBOTC) was established in 1975, in an effort to support Black occupational therapy clinicians and students, with commitment of financial, educational and professional development. NYSBOTC is local chapter of the National Black Occupational Therapy Caucus (NBOTC), established in 1974. The most recent NBCOT Inaugural Virtual Occupational Therapy Caucus 2022, addressed topics such as: The Black Challenge: Addressing Racial Diversity in OT Academic Programs and Promoting Diversity in Leadership and Advocacy, the importance of mentorship and future efforts towards diversity and inclusion in the field of occupational therapy.

Session 1D

OT’s Role in the Geri-psych Team for Antipsychotic Reduction in the Dementia Population

Corrin Campbell BS, COTA/L

Director of Navigation, LiveWell

Anne Graikoski OTR/L

OT Co-lead, LiveWell

Harry Morgan, MD

Board Certified Geriatric Psychiatrist

Founder and President, The Center for Geriatric and Family Psychiatry, Inc.

Medical Director, Live Well

Member, Medical Advisory Board, Alzheimer's Association of Connecticut.

Basia Murzynski RN, BSN

RN Co-lead, LiveWell

Learning Objectives:

1. Identify commonly used meds for PLWD for slowing disease progression, delaying symptom development and alleviation of behavioral symptoms associated with disease progression.
2. How to advocate for OT and what our scope can collaboratively provide to greipsych and nursing teams.
3. Identification of potential physical/behavioral symptoms that can occur with antipsychotic reduction and other med tapers to better anticipate the needs of the PLWD
4. Identify non-pharmacological interventions and approaches to care to support the PLW

Abstract:

The importance of a collaborative approach to caring for elders experiencing cognitive change was magnified during the pandemic when person centered care was challenged by social isolation and distancing. Identifying the essential role of OT on the geripsych team encouraged examination of the source of behaviors to understand the feelings leading to the persons frustrations and subsequent actions. Having an understanding of the medications the client is medically managed with helped to inform nonpharmacological interventions. OT approaches to care and communication strategies were implemented prior to prescribing and during the reduction of antipsychotic medications. These strategies demonstrated an increase in well being and functional independence and have become a standard of care in supporting our population.

Session 2A

Integrating OT in the Preschool Classroom to Support Kindergarten Readiness

Ellen M. Martino OTD, OTR/L

Learning Objectives:

1. For participants to understand the underlying factors contributing to challenges for preschoolers to develop fine motor and visual motor skills needed for kindergarten readiness.

2. For participants to understand the importance of OT and teacher collaboration to integrate therapeutic activities within the preschool classroom.

3. For participants to learn about playful fine motor and sensory activities that can be integrated within the preschool classroom.

Abstract:

The purpose of my presentation is to raise and support awareness of the need for practitioners to address foundational developmental skills, the effectiveness of a collaborative model of intervention, and the need for an inclusive model of practice to support achievement of kindergarten readiness skills for all preschoolers. Completion of the project described reflects my dedication to promoting positive educational transitions for children

Kindergarten readiness skills related to handwriting and fine motor performance are essential for children’s successful participation in the occupation of education and development of early literacy skills.  As a result of national educational policies, such as No Child Left Behind and the Common Core State Standards, kindergarten curriculums have become increasingly academic with less emphasis on play-based learning.  Increased expectations for kindergarten readiness do not align with developmental milestones and often result in children feeling frustrated and struggling to keep up with peers. 

Occupational therapists are uniquely positioned to support students and teachers with preparing for transition to kindergarten.  This inclusive, collaborative occupational therapy intervention utilized fine motor and sensory activity centers, integrated within a four-year-old preschool classroom, to promote 16 preschool students’ improvement of kindergarten readiness skills.  Pre- and post-testing utilizing several fine motor and visual motor outcome measures indicated clinically significant gains in preschoolers’ readiness skills including design copy, in-hand manipulation, grip position, pre-writing, and use of scissors. Teachers reported positive feedback regarding the effectiveness of this collaborative intervention to improve preschool students’ readiness skills and teachers’ ability to incorporate playful learning and therapeutic activities within the classroom.  The results of this evidence-based project support the effectiveness of integrating occupational therapy intervention within the preschool classroom to improve kindergarten readiness skills.

Keywords:  occupational therapy, preschool, fine motor, sensory, kindergarten readiness skills,

classroom centers, teachers, collaboration

Session 2B

The Use of Pre-Driving Activities including Driving Simulator Training in Occupational Therapy

Sheelagh M. Schlegel DrHSc, MPH, CHES, OTR/L, CAPS

Abstract:

Driving a car is a very important activity, and can be challenging to learn or resume for people with disabilities. Occupational therapists work on the occupation of driving with adult clients using pre-driving activities and fitness-to drive assessments. Certified Driving Rehabilitation Specialists, many of who are occupational therapists, perform on-road assessments. Driving simulators are one intervention method to prepare clients for on-road assessments. They are devices that range from small desktop computers with basic joysticks or steering wheels to large, full-room, wide-screen simulators offering a full driving experience.

The Sacred Heart graduate program in Occupational Therapy has been providing driving simulator training using a Drive Safety RS 600 simulator since 2018. Driving simulators provide an excellent method to assess fitness-to-drive as they provide different driving scenarios and accurate measurements that can help to detect driving errors in simulated environments (Imhoff et al., 2016) but there is a lack of research about the effects of simulation on fitness-to-drive and confidence to drive.

The purpose of this short session is to outline the importance of driving simulation and how OTs working with adults can prepare clients to begin or return to driving. The short session will also to review a pilot study that is taking place at Sacred Heart University. In this mixed-methods study, clients who have been referred to the SHU Driving Simulator Clinic by their health care professionals, are assessed using pre- and post-test measures before and after a 8-week driving simulation program. The pre-tests measure pre-driving skills such as cognitive, visuo-spatial, and visual motor skills. Clients are also asked two semi-structured interview questions about their perceived comfort and confidence with on-road driving after completing the 8 week program.

Session 2C

Expanding Cultural Sensitivity Horizons: Understanding the Complex Mental Health Needs of Your Jewish Clients

 Lola Halperin, EdD, OTR/L

Learning Objectives:

1. Upon the conclusion of this presentation, participants will be able to describe the impact of multigenerational trauma on the Jewish population in the US and worldwide.
2. Upon the conclusion of this presentation, participants will be able to identify strategies for approaching their Jewish clients in a culturally sensitive manner.
3. Upon the conclusion of this presentation, participants will be able to describe how cultural humility can augment occupational therapy outcomes.

Abstract:

Two percent of the Americans identify as Jewish. Some practice Judaism as a religion, and some consider it their ethnicity or culture (American Psychiatric Association [APA], 2023). While there is a lot of diversity within the Jewish communities across the globe, most have been impacted by multi-generational trauma. A significant increase in Antisemitism has been documented worldwide and in the US in the last several years, adding to the distress within this population (Anti-Defamation League, 2021;APA, 2023;Mental Health America, 2023). This short session will provide important information about and practical suggestions for approaching both observant and secular Jewish clients in a culturally sensitive manner. The importance of cultural humility and recognizing and addressing racial trauma among diverse populations will be discussed as well.

Session 3A

Deep Dive Into Pediatric Mental Health: Addressing Anxiety, ADHD, ARFID, and DMDD as an OT on a Multidisciplinary Team

  Deanna Lindberg MS OTR/L

  Melissa Kahn MS OTR/L

  Learning Objectives:

 1. Participants will identify various performance skills that impact 4 common pediatric mental health diagnoses (Anxiety, ADHD, ARFID, DMDD)

2. Participants will demonstrate the ability to articulate ways and understand how to use in practice various clinical observations and assessment tools to support the understanding of factors that 4 common pediatric mental health diagnoses (Anxiety, ADHD, ARFID, DMDD

3. Participants will identify and be able to utilize in practice at least 3 direct intervention strategies to support performance factors that commonly are impacted by Anxiety, ADHD, ARFID, and DMDD

4. Participants will identify ways to advocate for their role in multidisciplinary assessment and intervention teams to support clients with mental health concerns

Abstract:

With mental health concerns on the rise both from awareness, the impact of a post COVID world, and societal demands the pediatric population is equally impacted. The multidisciplinary relationship between occupational therapists and psychological providers can be paramount. This session will discuss evaluation and intervention techniques that Sasco River Center, a multidisciplinary team of occupational therapists, psychologists, psychotherapists, speech language pathologists, and behaviorists work together to provide holistic care to clients and have developed integrative models of support. The relationship between occupational therapy and psychological providers will be discussed as well as ways to address four common pediatric mental health diagnoses (Anxiety, ADHD, DMDD, and ARFID) utilizing various occupational therapy frames of references and approaches. Occupational therapists can utilize their unique skills of  activity analysis and diving into various areas from physical to sensory to cognitive factors addressing the underlying difficulties the client is having through remediating deficits, to adapting the environment and coaching parents or caregivers to impact the severity of these 4 pediatric diagnoses. This session will discuss common assessment tools and evaluation techniques to support psychological testing with a multidisciplinary approach as well as treatment interventions pediatric occupational therapists can engage in independently or in their role as a multidisciplinary team for these pediatric diagnoses. Considerations on how to advocate for an increased role for occupational therapists on multidisciplinary teams in outpatient, school and inpatient pediatric settings will be discussed to benefit and treat the client as the whole person to help them achieve their fullest potential.

Session 3B

Oncology Rehab 101: What You Need to Know

Heather L. Studwell, MS, OTR/L, MBA, CLT-LANA

Learning Objectives:

After this course, participants will be able to:

−       Understand the need for oncology rehabilitation care based on growing number of cancer survivors

−       Understand the pathophysiology of cancer

−       Describe the effects of cancer treatment on body systems, including the musculoskeletal system

−       Understand the opportunities to integrate rehabilitation services into oncology care

−       Examine additional opportunities and resources to expand upon oncology rehabilitation education

Abstract:                                                        

The need for oncology rehabilitation has grown significantly over the past decade. Advancements in early detection and treatment have resulted in a growing number of cancer survivors in the United States (US), expected to reach 26 million by 2040.¹ 

Cancer and its treatment often cause physical, psychological, and cognitive problems. These problems can make it harder to do daily activities or return to work. They may also have a lasting effect on a person’s health.  Oncology rehabilitation focuses on optimizing quality of life and maximizing function throughout the continuum of cancer care.

Occupational therapy is uniquely qualified to provide patient-centered care that can optimize a person’s functional status and quality of life through preventive, restorative, supportive, and palliative oncology interventions. The availability of rehabilitation care services is an essential component of comprehensive cancer care, beginning at the time of diagnosis and being continuously available throughout treatment, surveillance, and, when applicable, through end of life. 

The physiological impact of cancer and oncology-related treatments is profound - it is crucially important that rehabilitation providers have the appropriate knowledge and training to address all of the patient's body systems that have been (or may be) affected by their cancer or its treatment and provide optimal resolution of these functional impairments.

Session 3C

Taking the Leap: Preparing for Your Role as a New Adjunct Professor

Amy Y. Burton OTD, OTR/L

Meagen Barton OTD, OTR/L

Learning Objectives:

1. Examine personal, logistical, and technical questions when making the decision to teach a course as an adjunct professor.
2. Review of how ACOTE standards and accreditation apply to your course.
3. Analyze expectations of teaching a course, from evidence-based practice, to syllabus and lecture/lab development, to teaching methodologies, and everything in between.

Abstract:

Is teaching as an adjunct professor an ambition of yours?  Where do you start?  How do you know when it’s the right time to “take the leap?”  In this session, you will learn how to navigate these questions and many others so that you can begin to be prepared for a transition into this new role.  The scholarship of teaching and learning is very different from clinical practice.  Serving as an adjunct professor takes time, preparation, systems knowledge, and a commitment to student engagement and diverse learning needs.  However, the effort to help transform lives and the profession as a whole, can be the most rewarding part of the work.

Session 3D:

The Benefits and Opportunities with Your ConnOTA Membership

Kristina Krsiak, OTD, OTR/L

Laura Wheeler, OTD, OTR/L

Learning Objectives:

1. Participants will identify opportunities within ConnOTA to give back to the profession.

2. Participants will explain the benefits of ConnOTA membership and volunteering for opportunities within the organization.

3. Participants will examine the value of giving back to the profession of OT.

Abstract:

ConnOTA is an organization that offers great benefits to occupational therapy practitioners across the state of Connecticut. There are several benefits and opportunities within the ConnOTA organization for occupational therapy practitioners and students to take advantage of and to give back to the profession. This course looks to examine the benefits of being a member of ConnOTA for the individual as well as the profession and our community at large. We will also look to examine opportunities within ConnOTA to give back to our members, profession, and community through volunteering and the reasons why it benefits not only us as practitioners, but those we work with and serve our communities.