Entry-Level Dual-Degree BS in Health Science Studies / Doctor of Occupational Therapy (4+2) Occupational Therapy Doctoral Capstones

Mentor: Valerie Strange, OTD, MS, OTR/L, FNAP

Abstract

Sensory rooms are increasingly present in elementary schools, yet they are often underutilized or misapplied due to a lack of structured guidance and collaboration. This project focused on creating an occupational therapy (OT)-informed handbook to address the misuse of sensory rooms in two public elementary schools. Informed by a mixed-methods needs assessment, the handbook highlights how school-based occupational therapy practitioners (SBOTPs) can support tier-one initiatives through collaboration with teachers, paraprofessionals, and administrators.

Grounded in Ayres Sensory Integration® (ASI) and Dunn's Sensory Processing Framework, it offers a sustainable, evidence-based resource to foster interdisciplinary collaboration, establish shared language, and enhance universal access to sensory-based supports. Aligned with recent calls to action (Whiting et al., 2025), the project explores the feasibility of proactive OT involvement in multi-tiered systems of support (MTSS), particularly in districts where equipment barriers have been addressed. It also emphasizes the need for systemic and legislative progress to fully integrate OTPs into tiered intervention frameworks. Findings by Olson, Majeski, and Feinn (2025) reinforce that SBOTPs' familiarity with general education standards, understanding of their role as Specialized Instructional Support Personnel (SISP), and participation in professional development are key enablers of expanded practice.

As SBOTPs seek broader inclusion under ESSA and IDEA (Bazyk, 2022), addressing sensory integration at a systems level becomes increasingly critical. This project synthesizes literature advocating for OT engagement beyond tier-three services and addresses challenges identified by Charles & Glennon (2020) and Kaiser et al. (2020), including the lack of OTP guidance in paraprofessional-led sensory practices. It provides practical strategies and advocacy tools to promote occupation-centered, schoolwide support for all students.

Mentor: Anna Norene Carlson, OTD, OTR/L, CSOT

Abstract

The end-of-life (EoL) is the last stage in the process of living that all people will experience. There is a projection of roughly 3.2 million people dying each year in the United States (Center for Disease Control [CDC], 2022) and an increase expected in the coming years due to aging and more chronically ill populations. Knowing this, the need to improve EoL care has never been more apparent. Despite this need, EoL care remains inadequately addressed within healthcare education, compounded by widespread discomfort with communication related to difficult conversations (Oates et al., 2022). This can lead to insufficient preparation for practice in EoL care, decreased quality of life, and decreased quality of care for individuals facing the final stages of living. Without meaningful changes, the gap in services will continue to hinder patient EoL experiences and outcomes.

End-of-life care is provided interprofessionally, so the best means of providing education is through an interprofessional approach. Collaborating amongst disciplines allows students to bring their own unique scopes of practice and it fosters holistic, patient-centered approaches to care (Huffman et al., 2023). Strengthening EoL education and training not only enhances practitioner competence and confidence but also ensures patients and families receive the care they deserve. These modules were created by an occupational therapist (OT), as OTs have a unique ability to holistically address client needs through all life stages (AOTA, 2023).

To address the educational gaps, an interprofessional end-of-life care training program was developed and implemented to improve student competence and confidence for providing care within this setting. Topics included in the educational modules were basics of EoL, interprofessional teams, guiding principles and core competencies, communication, difficult conversations, and common interventions. Results indicated improvement in student preparedness to provide care at EoL.

Mentor: Anna Norene Carlson, OTD, OTR/L, CSOT

Abstract

LGBTQ+ individuals face significant health disparities, social stigma, and barriers to accessing inclusive, affirming care, particularly in the areas of sexual health and community participation. These challenges can limit engagement in meaningful occupations and contribute to long-term negative health outcomes and risky behavior (Thorn, 2023). As occupational therapy acknowledges sexuality and intimacy as an activity of daily living (AOTA, 2020) and are able to analyze activities and promote community engagement to increase one’s well-being (Cowen, 2024), this capstone project aimed to promote occupational justice and equity for LGBTQ+ populations through the creation of two occupation-based programs.

Two populations, with unique and individual needs, were addressed through program development. One involved the development of six LGBTQ+ sexual health education modules at the New Haven Pride Center. This program addressed gaps in inclusive sexual health education and includes the topics of introduction to LGBTQ+, safer sex and risk reduction, healthy and unhealthy relationships, navigating the internet and social media, navigating healthcare, and self-advocacy. The program can be delivered in both virtual and in-person settings and is designed to educate and inspire those with any initial degree of pre-existing sexual health education.

An additional program focused on enhancing LGBTQ+ engagement within a college setting. With Quinnipiac University’s Office of Inclusive Excellence, a community engagement curriculum handbook was created. This guided campus-based programming with varying events to increase student connection, identity development, and participation in meaningful social occupations.

Both programs were successful in promoting OT’s distinct role in addressing and supporting the unique needs of LGBTQ+ regarding sexual health education and community engagement. Results from program participants indicate high satisfaction with the programs developed.

Mentor: Valerie Strange, OTD, OTR/L, FNAP

Abstract

Preschool-aged children from low socioeconomic (SES) backgrounds have limited access to high-quality early education experiences compared to peers and may face greater executive functioning difficulties (Administration for Children & Families, n.d.; Moriguchi et al., 2019; The Annie E. Casey Foundation, 2023). As a result, these children may experience reduced occupational participation in the classroom (Clark et al., 2020). Despite occupational therapy’s (OT) critical role within early childhood development including those in a low SES, further exploration is needed to determine how OT can improve executive functioning skills for greater classroom participation within this population.

Through this study, a six-week, movement-based learning intervention was developed and implemented once per week at a daycare center that provides services specifically to families of very low to moderate income status. Sessions combined curriculum topics with OT evidence-informed strategies grounded in sensory-processing and early childhood development. The topics included Spring, Earth Day, emotions, planting for Mother’s Day, Eric Carle week, and caterpillars and butterflies. Each movement-based learning activity was designed to include gross motor whole body movements focused on providing the children with proprioceptive input. This included integrating animal walks, yoga, and structured movement sequences into the six weekly educational topics.

Caregivers and daycare educators completed pre-post questionnaires assessing the participants executive functioning skills, and qualitative field notes regarding participation were coded. Children rated each activity utilizing a simple enjoyment questionnaire. Study findings demonstrated increased classroom participation and enjoyment among all participants over the six-week intervention period. Significant improvements in executive functioning were also observed from pretest to posttest.

This project highlights the potential of movement-based learning to support occupational participation and underscores the value of OT in early childhood education, particularly for children from socioeconomically disadvantaged backgrounds.

Mentor: Karen Majeski, OTD, OTR/L

Abstract

Occupational therapy (OT) plays a critical role in supporting students with disabilities as they transition to postsecondary life by fostering functional skills essential for independent living, employment, and continued education (Carroll et al., 2025). The National Technical Assistance Center on Transition: The Collaborative (NTACT:C) identifies 23 evidence-based predictors of post-school success, offering a foundation for effective transition planning (Mazzotti et al., 2021). A workgroup from the Transition Community of Practice developed a comprehensive manual that aligns these predictors with the Occupational Therapy Practice Framework, 4th Edition (OTPF–4) (AOTA, 2020). This manual provides structured guidance, assessment tools, and intervention strategies to help occupational therapy practitioners (OTPs) deliver consistent, client-centered services across diverse settings and age groups. Using a descriptive design, the project synthesized peer-reviewed literature, AOTA publications, and national transition resources. Materials were categorized into four clusters—Career Development, Collaborative Systems, Student Skills, and Policy, each containing curated tools and resources. A systematic cross-referencing method was used to ensure clarity and applicability across practice contexts. The manual enables OTPs to select evaluations and interventions directly linked to predictors of post-school success, enhancing interdisciplinary collaboration, service consistency, and functional outcomes. It also serves as an advocacy tool, highlighting OT’s capacity to influence postsecondary outcomes and reduce disparities for youth with disabilities. This evidence-aligned resource bridges policy, research, and practice, offering a practical framework to guide OT services in transition planning nationwide. Participants will explore the evidence-based predictors of post-school success and understand the alignment with occupational therapy practices in transition planning.

Mentor: Nicole Fidanza, OTD, OTR/L

Abstract

As the aging population expands, older adults choose to age in place, and the prevalence of neurocognitive disorders increases, the demand for innovative, community-based care models intensifies. Adult Day Programs (ADP) have consistently provided respite for care partners, medical support, and enrichment. However, many ADPs face barriers of being unable to actively engage participants (Kolanowski & Buettner, 2008). Despite the foundational role occupational therapists (OTPs) once played in ADP, their presence has diminished in modern services. This Doctoral Capstone project addressed these gaps by designing an OT-led, evidence-based, social model ADP for older adults with mild-to-moderate cognitive decline, to be implemented at The Towers at Tower Lane in New Haven, CT. Guided by the Person-Environment-Occupation framework and the ADDIE model, this project integrated literature-backed OT interventions—such as multisensory activities and cognitive stimulation —to promote well-being, autonomy, and social participation among ADP participants (Culatta, 2020). In addition to advocating for OTPs to reclaim their leadership in the ADP field, this project demonstrates how the expertise of OTPs can perfectly fill the current gaps in adult day services by providing group programming that is modifiable and tailored to support each client in reaching their best outcome. The provided program includes an intentionally designed, well-rounded schedule that touches upon multiple domains of wellness and cognition and is therefore expected to increase quality of life and engagement for participants. Further, it bridges historical research on the role of OTPs in ADPs with the modern literature on best practice interventions for the neurocognitive disorder population and stands as a blueprint for systemic innovation in community-based geriatric care. Steps in program design as well as recommendations for implementation and measurement will be discussed.

Mentor: Nicole Fidanza, OTD, OTR/L

Abstract

A public health initiative to standardize treatment and increase awareness about the signs and symptoms of perinatal mood and anxiety disorders began in the United States in 2009 (O’Hara, 2009). OT has a role in assessing clients within various contexts and providing education, adaptations, and modifications during the transition to motherhood, and including OT services during the postpartum period allows for more specialized, holistic, and client-centered care (Pollari et al., 2022). Despite this, maternal health is an underserved area of practice. Increased entry-level education and experience would advance OT practice in this area. Although there is no ACOTE standard requiring postpartum health in OT education, Vision 2030 emphasizes OTs’ responsibility to serve all people.

This doctoral capstone project created, implemented, and evaluated a standardized patient (SP) experience for second-year OTD students as part of their adult rehabilitation curriculum. It included developing preparatory learning materials. Experiential learning emphasizes integrating knowledge through concrete experience, reflection, and experimentation (Kong, 2021), helping students observe and reflect on their performance. The ADDIE model was used to guide this project’s development and implementation (Adeoye et al, 2023). Sixteen students participated in SP scenarios focused on postpartum physical and mental health in both acute and outpatient settings, consistent with current practice. Pre/post-surveys showed improved student knowledge, confidence, and comfort in working with postpartum clients. Further, students found the SP valuable and recommended its inclusion in core coursework. Faculty reviewed SP scenarios to confirm future feasibility and curricular integration. Findings indicate OT is well-equipped to advance postpartum health through improved entry-level education.

Mentor: Nicole Fidanza, OTD, OTR/L

Abstract

Approximately one-third of U.S. adults aged 45 and older experience loneliness, with older adults particularly vulnerable due to factors such as chronic health conditions, bereavement, functional limitations, psychological disorders, and cognitive decline (NASEM, 2020). Loneliness can negatively affect many occupational domains, particularly social participation, with an association between loneliness and occupational dysfunction (Nakashima et al., 2023). Although occupational therapy practitioners (OTPs) possess the expertise to implement effective health promotion interventions for older adults (Berger et al., 2019), there is an underrepresentation of OTPs as interventionists in community-based, preventative health research (Molitor et al., 2024). This doctoral capstone project explored ways to address loneliness through social health promotion within a senior living community.

The initial project focus was to revise an existing volunteer befriending program at the facility using OT principles and insights from a qualitative study. Semi-structured interviews with eight resident participants were conducted and analyzed using the Colaizzi method. Key themes were extracted, most notably difficulties with visitee engagement. This data, along with comparative online analysis of established befriending programs, informal interviews with stakeholders, literature review, and consideration of constraints, led to a shift toward developing an in-person, group-based intervention. A group session based on Cole’s Seven-Step Model and public health principles was implemented and refined four times based on participant feedback and observations. The final version included education and self-reflective activities on factors affecting social health as well as individual goal setting. The group received increasingly positive feedback from participants with each iteration and shows promise for broader application as a primary prevention for loneliness in other community settings.

Mentor: Elizabeth Wescott, OTD, OTR/L

Abstract

Traumatic brain injuries (TBI) occur when the brain experiences sudden direct or indirect contact with an object, leading to dysfunction (Acord-Vira et al., 2021). Concussion, a mild TBI, can cause disruptions which may manifest in an individual's cognitive, emotional, physical, and/or sleeping habits. Regarding adolescents, Depadilla et al. (2017) found that approximately 15% of high school aged students had reported at least a single concussion within the previous year. While commonly known to occur in traditional contact sports, they can also occur due to motor vehicle accidents (MVAs) or falls. According to Howell et al. (2013), concussions significantly impact student occupations, often disrupting their ability to maintain attention and utilize executive function skills that are critical for daily classroom engagement. Through a collaborative capstone experience, the process of concussion prevention, management, and education within a high school and athletic system was explored, and needs identified. The Person, Environment, and Occupation (PEO) Model was used to guide exploration of common struggles with school and sports tasks (occupations) within the classroom or athletic spaces (environments) due to changes in physical, visual, or cognitive abilities (person) because of concussion symptomology. Educational materials were created for the athletic department, classroom teachers, and students providing strategies to enable engagement in task performance within modified environments at sub-symptom thresholds. Although this does not replace individualized care, this provides increased advocacy for the role of occupational therapy (OT) as a member of the team in concussion management within the school system, highlighting service provision focused on occupation-based interventions and educational programs to improve task performance (Morgan & Skuthan, 2025).