Occupational Therapy Doctoral Capstone Projects

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https://hdl.handle.net/1805/23238

This collection includes capstone projects authored by doctoral students in the Department of Occupational Therapy.

If you are an OTD student and need access to upload your project, please contact the University Library Center for Digital Scholarship (digschol@iu.edu).

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Capstone Paper: Perinatal Mental Health Educational Content Module for OT Mental Health Class
(2025) Pulos, Emily; Bednarski, Julie; Department of Occupational Therapy, School of Health and Human Sciences; Belkiewitz, Johnna
1in 5 women and 1 in 10 men experience a perinatal mental depression and or anxiety(PSI,2025). Occupational therapists can use their unique skills and holistic approach to help someone who is struggling with a perinatal mental health condition but there is a need for more education and skill practice in this population. Through a needs assessment it was found that the site had a need for incorporating perinatal mental health education into the OT Practice: Mental Health SHHS T543T class. The purpose of this capstone was to develop evidenced based resources to address perinatal mental health including the unique needs of adolescents to incorporate into the Indiana University Indianapolis (IUI) Entry- Level Occupational Therapy Doctoral (OTD) curriculum. The project goal was to provide education and skill practice for students so that the staff will be able to incorporate perinatal mental health education into OT Practice: Mental Health SHHS T543 lab portion of the class. The faculty who teaches the mental health course received all the content through a one drive shared folder and after reviewing all the content they were asked to take a post survey to assess the quality of the information developed for the educational content module. The results indicated that the educational content module was adequate for use and rooted in evidenced based practices.
Tailoring Dental Appointments for Neurodivergent Children
(2025-05) Chelmella, Payton; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Steele, Jaime
Many neurodivergent children have a difficult time during their dental visits or cannot find a dental office willing to treat them. This doctoral capstone project aimed to give a local pediatric dentist office the information and experience they need to confidently provide care for neurodivergent patients and patients with dental anxiety. Six evidence-based themes about beneficial adaptations and modifications were addressed, including: acclimating to the dentist, desensitization, patient care beyond the chair, child behavior management, adaptive communication, and sensory processing. The capstone student provided the dental team with additional information during the project, but the above themes were emphasized the most. The dental team members completed a pre-survey (9 participants) and post-survey (8 participants) to evaluate their knowledge and confidence in three areas: general knowledge about adaptations and modifications, perceived knowledge about concepts relating to specific adaptations and modifications, and their confidence in implementing specific adaptations and modifications. The results show that the three categories had a statistically significant difference between pre-survey and post-survey results with a medium to large effect size. This project had a strong impact on the dental team’s knowledge and confidence in ways to treat their neurodivergent patients and patients with dental anxiety, therefore, this project shows that occupational therapy has a valuable place in pediatric dental settings.
Optimizing Educational Resources for Upper Extremity Conditions in Occupational Therapy
(2025-05-05) Richardson, Nicole; Bednarski, Julie; Department of Occupational Therapy, School of Health and Human Sciences; Brake, Holly
Upper extremity conditions or injuries significantly impact individuals' ability to participate in daily occupations. Access to clear, accurate, and patient-friendly educational materials is essential for promoting self-management and adherence to treatment recommendations. This doctoral capstone project aimed to develop and evaluate educational resources to be used within an outpatient hand therapy clinic. Key components of the project included completing a comprehensive needs assessment, reviewing current evidence-based practices, and implementing updated materials to support patient education. The resulting materials improved patient understanding of their diagnosis and treatment and supported the overall delivery of occupational therapy services. This project highlights the role of occupational therapy in providing patient education and the importance of accessible, well-designed resources in the hand therapy setting.
Current Evidence-Based Practices for Acute Stroke Rehabilitation
(2025-05) Russell, Rachel; Breeden, Lori; Department of Occupational Therapy, School of Health and Human Sciences; Del Gallo, Drew
Every year more than 795,000 people living within the United States have a stroke (Tsao, et al., 2023). With the prevalence, complexity, and wide variety of symptoms a person can experience following a stroke, there is continual research advancements on the best practices for the acute stroke patient (American Stroke Association, n.d.). The purpose of this doctoral capstone project was to research current evidence-based practices and develop educational resources for the acute rehabilitation team to expand their knowledge on the best practices that benefit acute stroke patients. Through the needs assessment, it was discovered that the site had a goal to increase knowledge on the current evidence-based rehabilitation practices that are relevant for acute stroke patients. Following a systematic review of the current literature, four resources were developed, and an in-service presentation was delivered to the acute rehabilitation team to guide the effective utilization of these materials in clinical practice. The acute rehabilitation team supported the use of these resources as they reported an increase in confidence and knowledge in researching and implementing current evidence-based practices in the future with acute stroke patients following the in-service presentation. The results indicate that continued research is recommended to further explore effective strategies for translating evidence-based practices into clinical practice by occupational therapists working with stroke patients in the acute care setting.
Program Development and Implementation: A Movement-Based Curriculum for Adults with Intellectual and Developmental Disabilities (IDD)
(2025) Huff, Nichole; Lee, Chang; Department of Occupational Therapy, School of Health and Human Sciences; Miller, Michelle
Adults with intellectual and developmental disabilities (IDD) face significant barriers to physical activity participation, including financial constraints, limited adaptive programs, and motivational challenges. Despite the well-documented benefits of physical activity on physical health, cognitive function, and social engagement, participation rates remain low. This capstone project aimed to design and evaluate a movement curriculum tailored to adults with IDD using the Person-Environment-Occupation-Performance (PEOP) model as a guiding framework. The curriculum incorporated evidence-based strategies, such as nature-based activities, dance, and team sports to promote meaningful engagement and sustained participation. Activities were structured to be adaptable based on individual abilities and environmental factors. The curriculum was implemented through site-specific protocols and facilitator collaboration, ensuring accessibility and long-term sustainability. Program effectiveness was evaluated through pre- and post-intervention surveys that analyzed participation using an adapted Likert scale as an outcome measure. Results demonstrated increased engagement in activities following the program implementation, suggesting that interventions incorporating social and environmental engagement resulted in improved sustained engagement compared to the previous exercise programs implemented at the facility. Future research should explore longitudinal outcomes within diverse community settings.
Effectiveness of Video-Based Home Exercise Programs in Hand Therapy
(2025) Shin, Christina; Kurrus, Melinda; Department of Occupational Therapy, School of Health and Human Sciences; Hartman, Shannon
Traditionally, paper handouts have been the primary method for delivering home exercise programs (HEPs) in outpatient orthopedic settings. Patient adherence to HEPs is crucial for preventing hand deformities, improving hand function, and facilitating recovery. However, contextual barriers – such as language barriers, low health literacy, and psychosocial challenges – often hinder patients’ ability to understand and follow prescribed exercises, negatively impacting their functional recovery. Oftentimes, printed materials fail to recognize and address the diverse learning needs and education levels of patients, further limiting patient adherence. The goal of this capstone project was to develop video-based exercises for hand and upper extremity rehabilitation and to ensure their accessibility and sustainability within the outpatient occupational therapy team. Through improved educational resources, the capstone student and site aimed to accommodate diverse patient needs, thereby enhancing patient adherence and clinical outcomes. Following the implementation of the capstone project materials, therapists perceived the video-based exercises as an effective tool for demonstrating correct exercise execution, increasing patient confidence, supporting patient adherence, and assisting patients with language barriers. The results of this study suggested that video-based exercises can serve as a valuable and sustainable alternative to traditional paper handouts.
Implementing Trauma-Informed Care Principles in Inpatient Therapy Through E-Learning
(2025) Negash, Shushan; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Kregers, Marlene
The concept of trauma-informed care (TIC) has emerged as a vital framework in healthcare for addressing the complex needs of individuals who have experienced trauma; however, its implementation and long-term effectiveness remain under-researched. Many healthcare providers lack consistent and accessible training on how to implement TIC principles, especially in fast-paced inpatient settings. The aim of this doctoral capstone project was to evaluate and encourage trauma-informed care practices among rehabilitation staff at a level one trauma center in Indianapolis through the development of an e-learning module. Moreover, reassessment and further systematic implementation were needed to build upon previous capstone students’ in-service training on TIC. A needs assessment, gap analysis, and literature review revealed significant gaps in knowledge retention and confidence with the application of TIC principles. Guided by the adult learning theory of transformative learning, the project included the creation of a sustainable annual training module, clinical skills TIC application, and an in-service presentation. Pre- and post-surveys assessed the staff’s knowledge and confidence levels, indicating improved awareness and readiness to implement TIC principles. The project demonstrated the effectiveness of providing accessible e-learning training in fostering a trauma-informed healthcare culture and provided a foundation for future interprofessional TIC integration.
Supporting Academic Success: Development of Resources to Optimize the Effectiveness of a Preschool Sensory Room
(2025) Clayton, Ella; Breeden, Lori; Department of Occupational Therapy, School of Health and Human Sciences; Brown, Tammy
Sensory processing challenges can significantly impact a student’s functional participation in educational activities, highlighting the importance of sensory rooms as therapeutic environments where sensory input can be modulated to support individual needs. This doctoral capstone project aimed to enhance the effectiveness of Pleasant View Elementary’s (PVE) preschool sensory room by providing education and resources to help educators adapt sensory input to students’ individual needs. To achieve this goal, the doctoral capstone student developed and implemented sensory resources, modified the sensory room layout and equipment, and provided staff education on sensory topics. Project efficacy was evaluated through pre- and post-surveys completed by preschool educators at PVE. Despite a limited survey response rate, results indicated that educators’ knowledge and confidence in supporting student’ sensory needs were increased after the sensory informational session. Additionally, educator responses and feedback indicated an overall increase in the perceived effectiveness of the sensory room in meeting students’ emotional and sensory regulation after the implementation of the doctoral capstone project. The outcomes of this project support the value of structured sensory environments and staff training in effectively supporting students with sensory processing challenges.
Developing Group Therapy Protocols for the Older Adults Residing in Senior Care Facilities: A Doctoral Capstone Experience
(2025) Mays, Mallory; Bednarski, Julie; Department of Occupational Therapy, School of Health and Human Sciences; Murray, Cassie
Of the 55.8 million older adults living in the United States, one-third of that population will reside in a senior living community (Health in Aging Foundation, 2023). Many of those individuals will require some form of rehabilitation. Healthcare Therapy Services, also known as HTS, is an organization that provides therapeutic services such as physical, occupational, and speech therapy to aid in the rehabilitation process for the older adult. Through stakeholder meetings, needs assessment, and gap analysis, the capstone student identified that practitioners employed by HTS were under utilizing group therapy as a mode of therapeutic delivery. The doctoral capstone student developed “Synergy: Group Therapy Protocols”, a set of 10 group therapy protocols tailored to meet the needs of the older adult population as well as support the practitioners that will utilize the protocols in clinical practice. To support the implementation of the program, an educational presentation was developed and recorded to enhance the therapist’s knowledge of the benefits of social participation as well as highlight the overall program. Finally, the program, an executive summary, and a document highlighting tips for implementing group therapy into senior living communities was uploaded into the clinical toolbox, which is available to all practitioners employed by HTS. The overall goal of the project was to increase the use of group therapy across the organization, as well as, improve quality of life for all older adults residing in senior living communities.
Navigating the shift: Supporting U.S. Paralympics Cycling through governance transition
(2025) Hamilton, Jessica; Hull, Kristin; Department of Occupational Therapy, School of Health and Human Sciences; Lawless, Ian; Ryan, Jenny
Paralympic sport represents the highest level of adaptive sports participation, where athletes compete internationally at elite levels. Currently, many Para-sports are undergoing a significant governance transition—from being managed internally by the United States Olympic & Paralympic Committee (USOPC) to being governed externally by their respective National Governing Bodies (NGBs). This 14-week Doctoral Capstone Experience and corresponding project were completed in collaboration with U.S. Paralympics Cycling. The primary aim was to support a smooth and effective governance transition for Para-cycling through program evaluation and education, ultimately fostering organizational growth and enhancing athlete satisfaction. A case study was conducted to explore the attitudes, experiences, and priorities of Para-cyclists. Two major themes emerged: the need for greater assistance with equipment management and the importance of increased financial support. These findings, along with additional insights gathered throughout the project, informed the development of an educational toolkit designed to equip USA Cycling with the knowledge and resources necessary to support the unique needs of Para-cyclists. This toolkit serves as a foundational step in promoting a successful and sustainable governance transition.

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