Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The health and safety of OT clientele demand students' proficiency in a multitude of evaluation and intervention approaches. Subsequently, educators must use evidence-based instructional approaches to facilitate efficient high-quality learning. In this research presentation, we discuss a randomized controlled educational intervention designed to train entry-level OT students how to evaluate the accessibility of community spaces. Primary Author and Speaker: Jaclyn K. Schwartz Additional Authors and Speakers: Roger O. Smith, Suzanne Burns, Rochelle Mendonca, and Ingris Treminio Contributing Authors: Alyssa Jindracek, Tori Stokes, and Jordann Young

Performance of many activities of daily living and instrumental activities of daily living involve technology, such as an electric toothbrush or a self-checkout register at the grocery store. Unfortunately, more than 60 million people with disabilities in the United States struggle to use these technologies because of inaccessible designs. Occupational therapy practitioners have a unique expertise in the design of accessible equipment. Practitioners have been involved in the design of adaptive and assistive equipment targeting use by people with disabilities since occupational therapy’s beginnings. However, few occupational therapy professionals currently work in the research and development of everyday technologies. This article explores the role of the occupational therapy practitioner on the technology design team, discusses barriers to current practice, and makes recommendations to the profession.

During the first 100 years of occupational therapy, the profession developed a remarkable practice and theory base. All along, technology was an active and core component of practice, but often technology was mentioned only as an adjunct component of therapy and as if it was a specialty. This lecture proposes a new foundational theory that places technology at the heart of occupational therapy as a fundamental part of human occupation and the human experience. Moreover, this new Metaphysical Physical–Emotive Theory of Occupation pushes the occupational therapy profession and the occupational science discipline to overtly consider occupation on the level of a metaphysical-level reality. The presentation of this theory at the Centennial of the profession charges the field to test and further define the theory over the next 100 years and to leverage technology and its role in optimizing occupational performance into the future.

OBJECTIVES. We sought to define an occupational therapy intervention to promote medication management and to evaluate the acceptability and effectiveness of the intervention. METHOD. Nineteen adults with chronic health conditions and poor medication adherence participated in a two-group, blinded, randomized study. They received either an occupational therapy or a standard care intervention. We used a qualitative method to measure participants’ changes in medication management through an interview regarding participants’ perceptions and behaviors. RESULTS. The occupational therapy intervention group reported greater improvements in medication management and implemented twice as many new adaptive strategies as the standard care group. Participants indicated that interventions related to advocacy, education, assistive technology, environmental modifications, self-monitoring, and good rapport were the active ingredients of the intervention. CONCLUSIONS. Occupational therapy is an acceptable intervention for medication management, and it can lead to self-perceived improvements and the adoption of new medication management behaviors. Further research is warranted.

Date Presented 4/1/2017 Evidence-based apps require multifaceted decisions during development. We describe processes used in the development of HESTIA to mitigate bias, including integrating technology and home assessment literature, data from research findings, and iterative design between software and content experts. Primary Author and Speaker: Suzanne Burns Additional Authors and Speakers: Noralyn Pickens, Roger O. Smith

Occupational therapy practitioners enable clients to improve performance in everyday occupations. As health care reform precipitates changes across health care service organizations, occupational therapy professionals must seize the opportunity to apply their unique skills and perspective to meet the changing needs of clients and other stakeholders. In this article, we explore the role and distinct value of occupational therapy practitioners in one area of changing need: medication management. We find that occupational therapy practitioners have unique skills that complement the factors affecting medication nonadherence and evidence-based interventions. With reforms to research, teaching, and practice, occupational therapy practitioners can better integrate medication management into regular evaluation and treatment, thereby contributing to broader patient outcomes defined by the Affordable Care Act.

OBJECTIVE. Many people with chronic health conditions fail to take their medications as prescribed, resulting in declines in health and function. The purpose of this study was to perform a Phase I feasibility study to understand whether an integrated occupational therapy intervention could help people with chronic health conditions improve their adherence to medications. METHOD. Using a small-N design, we report single-subject analyses of the medication adherence of 11 participants before and after either an occupational therapy intervention or a standard care intervention. We used a multiple baseline approach with intersubject replication and blinding. RESULTS. The occupational therapy intervention was found to decrease performance variability and to increase medication adherence rates in some people with chronic conditions. CONCLUSION. These findings suggest that an occupational therapy intervention can improve medication adherence in people with chronic health conditions. The intervention tested in this study is feasible and would benefit from further research.

OBJECTIVE. Accreditation standards require entry-level occupational therapy students to understand, critique, and design research. However, the extent to which students should be embedded in research projects is unclear. The purpose of this study was to understand the benefits of student immersion in research for student learning and research quality. METHOD. Using a multiple case study design, the principal investigator trained six occupational therapy students to implement a manualized intervention with research participants. Learning quizzes, video analysis of research activities, a practical exam, student documentation, an exit interview, and an exit survey identified student learning and research outcomes. RESULTS. Students successfully implemented the study protocols with good reliability (intraclass correlation coefficient = .89) and fidelity (99%). Students also reported improvements in comfort with client interactions, confidence in practice skills, self-efficacy in research, and clinical reasoning. CONCLUSION. Student participation in hands-on research supports researchers in attaining their research goals and provides students with valuable learning experiences.

Date Presented 4/16/2015 Millions of Americans are struggling to correctly take their medications as prescribed, with unfortunate consequences. In this study, we describe how occupational therapists (OTs) are addressing medication management in day-to-day practice. Common barriers and opportunities for clinicians and researchers are discussed.

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) requires assistive technology (AT) be considered at the yearly individualized education program (IEP) meeting of every student in special education. IDEA also directs that AT be implemented on the basis of peer-reviewed literature despite a paucity of research on AT’s effectiveness in the public schools. This repeated-measures quasi-experimental study explored AT’s effect in a public school special education setting. Participants (N = 13) were a heterogeneous group of students in 1 school system who had newly provided AT to address academic and communication goals in one school year. Results suggest that relative to other interventions, AT provided by a multidisciplinary team may have a significant effect on IEP goal improvement (t[12] = 5.54, p = .00) for students in special education (F[2] = 9.35, p = .00), which may support AT’s use in special education by occupational therapists as directed by IDEA.

Occupational therapy personnel spend considerable time on functional assessment and documentation. The rapid and error-free information processing ability of computers offers methods for data collection, clinical decision making, and reporting of functional assessment results, which may be more effective and efficient than the current paper-and-pencil methods. Computers can provide assistance throughout the many steps of the functional assessment and reporting process. Software is available to assist in direct data collection, data reduction, and analysis, or to assess complex data systems and databases. Additionally, computers can use assessment techniques, such as dynamic question sets and expert systems, which have not been possible with paper-and-pencil methods. Furthermore, data collected on computers are readily available to be integrated in computer-assisted report writing and can be compiled into large databases for analysis. These databases can be used for program evaluation, continuous quality improvement exercises, and other research objectives. This paper provides a snapshot of these computer uses in the assessment process.