Department of Occupational Therapy

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https://hdl.handle.net/1805/5214

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    The 4th International MOHO Institute: Summary and Reflections
    (2015) Nakamura-Thomas, Hiromi; Van Antwerp, Leah R.; Ikiugu, Moses N.; Scott, Patricia J.; Bonsaksen, Tore
    The 4th International Institute on the Model of Human Occupation (MOHO) was held October 23-24, 2015 at Indiana University-Purdue University in Indianapolis, USA. The title of the institute was: Reaching Out: Application of MOHO in Academic-Practice Partnerships.
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    Academic Achievement & Parent Engagement in Latinx Families
    (2022-05-02) Ortega Monge, Diana; Garcia-Wilburn, Victoria; Sego, Daniel; Department of Occupational Therapy, School of Health and Human Sciences; Fuller, Tracy
    The purpose of this project was to increase understanding of the needs of Latinx parents when engaging in their children’s academics. Moreover, it was important to provide the community center with recommendations based on the study’s results so that the center may better serve Latinx parents. Five mothers from Lafayette, IN discussed their strengths, challenges, and desired resources when being involved in their children’s learning and school activities. Five major themes were identified in the interviews. Theme 1: Ensuring that their children were at school on time was identified by most participants as the primary responsibility of parents. Theme 2: Having good communication was described as the main responsibility of teachers. Theme 3: Most mothers said that making sure their children were completing their homework was their biggest strength. Theme 4: Most participants revealed the language barrier was the biggest challenge to being involved in their child’s academics. The language barrier made it difficult to communicate with teachers, help with homework, and often made them feel uncomfortable in the school setting. Theme 5: A couple of the mothers stated that they desired more tutoring resources because they did not have the knowledge needed to understand and help with assignments. Based on these themes and the poor enrollment of Latinx students at the community center’s youth program, it is recommended that the center implement a marketing plan to reach the Latinx community who is not utilizing the center’s tutoring and other resources.
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    Accessibility Guidelines for Increasing Independence in Daily Life for Children with Disabilities
    (2023-04-30) Prentice, Alex; Hull, Kristin; Department of Occupational Therapy, School of Health and Human Sciences; Chase, Tony
    There is often a gap between how the environment is designed and what individuals with disabilities are able to do (Solvang & Haualand, 2014). I analyzed the limitations of the Americans with Disabilities Act (ADA) as it applies to all areas of disability. Universal design is a good alternative to design recommendations from ADA as it strives to design for all people regardless of ability level. Universal design concepts and recommendations from an architect and disabled self-advocates were combined to create accessibility guidelines that surpass the limitations of the ADA. These guidelines were presented to a group of caregivers of children who use wheelchairs. Feedback received from the caregivers indicated that the guidelines will be used to assist them in making home modifications. The guidelines will continue to be updated and annually given to caregivers of participants in a community-based wheelchair skills program.
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    Accessible autonomous transportation and services: a focus group study
    (Taylor & Francis, 2023-08-07) Sivakanthan, Sivashankar; Cooper, Rosemarie; Lopes, Celia; Kulich, Hailee; Deepak, Nikitha; Lee, Chang Dae; Wang, Hongwu; Candiotti, Jorge L; Dicianno, Brad E; Koontz, Alicia; Cooper, Rory A
    Purpose: Existing automated vehicle transportation guidelines and regulations have minimal guidance to address the specific needs of people with disabilities. Accessibility should be at the forefront to increase autonomy and independence for people with disabilities. The purpose of this research is to better understand potential facilitators and barriers to using accessible autonomous transportation. Methods: Focus groups were conducted with key stakeholders derived from people with disabilities (n = 5), travel companions/caregivers (n = 5), and transportation experts or designers (n = 11). Results: The themes include describing stakeholder perceptions across all three groups by identified themes: autonomous vehicle assistive technology, autonomy vs automation, cost, infrastructure, safety & liability, design challenges, and potential impact. Conclusion: Specific gaps and needs were identified regarding barriers and facilitators for transportation accessibility and evidence-based guidance. These specific gaps can help to formulate design criteria for the communication between, the interior and exterior of accessible autonomous vehicles.
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    Achieving ADL Independence Post-Stroke Through Occupational Therapy Interventions
    (2024-04-24) Wonnell, Cassie; Gulyas, Belle; DeGeorge, August; Knoy, Morgan; Warrick, Emilee; Fowler, Avery; Chase, Anthony; Lee, Chang Dae; Department of Occupational Therapy, School of Health and Human Sciences
    This rapid systematic review evaluates the current literature on occupational therapy interventions aimed at improving ADL independence in post-stroke individuals. 28 studies were evaluated and 6 categories (task-oriented training, virtual reality and video games, technology, constraint-induced movement therapy, electrical stimulation, and other) of interventions were identified. The 28 articles used in this rapid systematic review were retrieved from PubMed and CINAHL using Covidence. Literature included are publications from the past 10 years, studies with participants 60+ years of age that have experienced a stroke, and studies with interventions focused on ADL independence. Level IV and V studies were excluded. TOT, CIMT/mCIMT, technology, E-stim, VR and virtual reality, sensory interventions, ankle-foot orthoses, and strategy training are evidence-based stroke interventions that have been showing improvement in ADL participation when compared to the standard of care. Findings reveal overall moderately strong evidence for the impact of the identified occupational therapy interventions on ADL performance for adults 60+ post-stroke. The current review supports six categories of interventions that improve ADL independence, which informs occupational therapy practice for older adult stroke patients.
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    Addressing Challenging Behaviors in the Classroom: A Manual to Enhance Teachers’ Understanding of Challenging Behavior, Causes, and Evidence-Based Behavioral Management
    (2023-05-02) Howell, Kylee A.; Petrenchik, Terry M.; Department of Occupational Therapy, School of Health and Human Sciences; Anderson, Ben
    Challenging behavior is frequently seen in classrooms across the United States, and schools are in a unique position to support students beyond that of academic achievement through fostering safe, welcoming, and positive learning environments conducive to all students. In a school-based setting, occupational therapy plays a role in helping to create positive learning environments for all students and using holistic, whole-child approach to care. This means advocating for the understanding that in order to optimally learn and be successful academically, a child’s personal needs beyond that of the classroom setting should be considered. The purpose of the project was to encourage the use of a contextual, whole-child lens that accounts for a child’s stage of development, environmental, sociocultural, physical, emotional, and cognitive factors that should be taken into consideration in order to compassionately and supportively guide a student through times of adversity. This study was a 14-week experience and used both quantitative and qualitative methods to assess and evaluate the need for and the value of a behavior management manual. The capstone student created a research and evidence based behavior management manual that was distributed at the end of the capstone experience. The results of this study propose that the behavior management manual that was created has value, will leave long-lasting effects, and will change perspectives of teachers and staff on challenging behaviors for years to come.
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    Addressing Early Childhood Accessibility at a Children’s Museum: A Community-Based Capstone Project
    (2024-04-29) Sharlow, Teri; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Handel, Elyse
    The occupation of play is vital in early childhood for the development of crucial life skills including motor, social, emotional, language, and executive functioning. Young children with disabilities often face challenges and barriers to participation in play, especially when visiting a community facility like a children’s museum. The Children’s Museum of Indianapolis (TCM) has an ongoing commitment to provide accessible and inclusive facilities and experiences for their guests, yet recognizes that there are many opportunities for growth within their accessibility programming. The aim of this capstone project was to contribute to TCM’s accessibility programming through the assessment of an exhibit that had not yet been addressed in depth by their accessibility team. Using information gathered from the assessment and best practices from the literature, the student developed a detailed accessibility report that outlined strategies and guidelines for accessibility improvement within the exhibit. The project was presented to relevant museum staff and distributed throughout the facility so the report can be used as a resource for future accessibility initiatives within the exhibit. To evaluate the effectiveness of the project, attendees of the report presentation took a brief survey and provided feedback to the student. Overall, the results indicated that the project was successful in contributing to the museum’s accessibility programming and that staff members had an increased understanding of accessibility principles and how they can be applied within exhibits in future projects.
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    Addressing Functional Cognition During Acute Psychiatric Hospitalization
    (2025-05) Stephenson, Sally; DeRolf, Annie Laurie; Department of Occupational Therapy, School of Health and Human Sciences; McFadden, Rachel
    Serious mental illness (SMI) often presents with cognitive impairments that significantly impact occupational performance and quality of life. Occupational therapists (OTs) possess the training to address functional cognition, yet their role in acute psychiatric settings remains underdeveloped and ambiguous. This doctoral capstone project aimed to identify and implement evidence-based OT assessments and interventions to address functional cognition among inpatients with SMI at Eskenazi Health’s Mental Health Recovery Center (MHRC). Guided by an integrated Occupational Adaptation (OA) and Metacognitive Reflection and Insight Therapy (MERIT) framework, the student conducted a narrative review and synthesized findings into clinical practice over a 14-week experience. Weekly field notes outlining treatment approaches informed a discussion of practice implications in the context of evidence-based findings. Outcome measures were implemented to assess metacognition, insight, and judgment, while occupation-based interventions were used to improve participation and well-being through the development of metacognitive awareness, self-reflection, executive functioning, and social cognition. Results support the inclusion of functional cognitive assessment and intervention in acute psychiatric OT services and highlight the value of metacognitive and occupation-based approaches in promoting recovery for patients with SMI. Continued research, theory development, program advancement, and professional advocacy for OT’s role in mental health is warranted to advance quality of care and improve long-term outcomes for individuals with SMI.
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    Addressing mental health through therapeutic art for incarcerated mothers
    (2024-04-24) Briggeman, Hailey; Van Antwerp, Leah; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; None, None
    Incarcerated mothers have a high likelihood of experiencing trauma, mental health disorders, and substance use. Incarceration contributes to high levels of stress which affects both the mothers’ and their children’s mental wellbeing. This capstone project sought to improve incarcerated mothers’ mental wellness through a 7-week therapeutic art program focused on emotional regulation, coping skills, goal setting, self-esteem, and connectedness. Through targeting these performance skills, the goal was to improve overall mental well-being. The efficacy of this program was assessed through a pre- and post- survey taken from three staff members who work closely with the women. The results indicated changes in multiple categories, including significant changes in coping and overall connectedness. This project had an impact on multiple areas of mental health. For sustainability, a binder was created that had examples of art projects and activities to decrease stress even after the program ended. More studies should be conducted to determine the effects of therapeutic art for incarcerated women.
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    Addressing Sensory Processing Differences Through Implementation of Education and Resources at a Leadership and Education in Neurodevelopmental Disabilities (LEND) Clinic
    (2024-04-26) Rager, Carson; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Raches, Christine
    Neurodevelopmental disabilities impact one in 36 children in the United States; sensory processing differences impact 90 percent of these individuals. Sensory processing differences in children with neurodevelopmental disabilities can impact performance in their desired occupations, roles, and routines. This doctoral capstone project sought to implement training and resources related to sensory processing to improve education and competence of the clinicians at a Leadership and Education in Neurodevelopmental Disability (LEND) clinic in Indianapolis, IN. The project involved creation of four training modules that discussed various aspects of sensory processing, educational resources related to sensory processing, and handouts to assist in parent education. Project efficacy was evaluated via pre/post survey with quantitative and qualitative responses completed by clinicians at the Indianapolis LEND clinic. Quantitative results were inconclusive, due to insufficient amount of post-survey responses; however, qualitative results indicated that the clinicians found the trainings to be beneficial and impactful in their practices.