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

Background

• 1 in 4 adults live with a disability.
• Adaptive can improve independence and functional performance.
• Research on adaptive clothing remains limited across diverse disability populations, particularly among individuals with cognitive and sensory impairments.
• Limited research exists on OT-led adaptive fashion interventions targeting: Identity Psychosocial well-being Inclusion Participation

Purpose

• To develop and evaluate a 14-week OT-led adaptive fashion program for adults with IDD.

Research Questions

1. What effect does an OT-led adaptive fashion program have on self-concept, self-expression, and social participation among adults with IDD?
2. How do adults with IDD perceive the influence of adaptive fashion on confidence, identity, and participation?

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

Background

• 61% of West End actors in London felt their injuries were preventable.  
• 60% of actors and 52% of acting students report anxiety symptoms.
• OTPs have skills and knowledge to promote physical health, mental health and overall meaningful occupational participation.
• Limited literature exploring OTP roles in holistic health of performing artists.

Research Questions

1. What are the physical, mental, and psychosocial challenges experienced by musical theatre performers?
2. How can OT provide a unique, holistic lens to address these challenges?
3. How acceptable and useful is an OT-developed educational manual for performers?

Mentor: Courtney Richards, OTD, OTR/L

Background

• During early childhood, opportunities to access educational and developmental experiences are fundamental for children’s future health and well-being.
• Sensorimotor development and physical health and wellness are key characteristics of school readiness in children.
• Research indicates that occupational therapy services are not consistently offered in preschool-based settings.

Purpose

1. Enhance collaboration between OTPs and community preschools to support sensorimotor development for school readiness.
2. Apply a modified ADDIE model to design, implement, and evaluate an evidence-based sensorimotor program and educational in-service for preschool teachers.

Mentor: Tracy Van Oss, DHSc, MPH, OTR/L, FAOTA

Background

• OT services associated with 33.5% lower 30-day readmissions and 22.2% lower readmissions after accounting for patient health-related factors. 
• Role clarity improves interprofessional collaboration and patient outcomes; gaps in understanding OT remain.
• Clarifying OT's unique contributions supports future physicians in making informed, holistic clinical decisions and improving patient outcomes
• Limited awareness of OT’s role in acute care contributes to reduced interdisciplinary understanding, delayed referrals, underutilization of OT services.

Research Question

• How does an educational workshop on occupational therapy impact the knowledge and future referral practices of healthcare students in identifying patients who would benefit from OT services in the acute care setting?

Mentor: Jennifer Featheringham, OTD, OTR/L

Background

• Approximately 10% of adults aged 65+ have a diagnosis of dementia.
• Reminiscence therapy is a psychosocial intervention proven to reduce depressive symptoms, support cognitive functioning, and promote emotional well-being in individuals with dementia.
• OT interventions that prioritize functional participation and meaningful activity can improve quality of life.
• Limited literature exists exploring quality of life as a primary outcome with a dementia-specific instrument.

Research Questions

1. What is the impact of OT-based reminiscence interventions on quality of life in individuals with dementia?
2. What is the feasibility of implementing an OT-led reminiscence intervention for individuals with dementia in an assisted living facility?

Mentor: Elizabeth Wescott, OTD, OTR/L, FNAP

Background

• Social determinants of health (SDOH) shape one’s health and can affect access to care.
• 22% of adults experiencing housing insecurity have a serious mental illness.
• 10 years of hospital discharge analysis showed 266/321 patients with disorders of the nervous system were uninsured
• Due to limited availability of adult services, a decline is seen in attendance for individuals with intellectual and development disabilities (IDD) after high school.
• Occupational therapy (OT) considers SDOH, can reduce disability, and enhance quality of life for those with limited access to care or in resource-limited settings.
• Virtual reality (VR) enables OTs to deliver engaging and accessible care in diverse settings and shows promise with neurological and mental health conditions.

Research Question

• How does access to virtual reality interventions influence participation in therapy and patient outcomes among underserved populations?

Mentor: Nicole Fidanza, OTD, OTR/L

Background

• Dementia in older adults is currently the seventh leading cause of death and one of the major causes of debility and dependency among older people globally.
• Aggression is one of several behaviors that can result from dementia, which are often called “behaviors of unmet need;” these behaviors can be challenging to both the individual and their care partner(s).
• A key role of occupational therapy in dementia care is supporting care partners through education, guidance, and strategies that promote safety and meaningful engagement.
• A gap remains in understanding care partners’ occupational needs, particularly in the context of challenging behaviors.

Purpose

• To explore care partner occupational needs and develop a structured, user-friendly resource that enhances care partner knowledge, confidence, and overall well-being through targeted education and support

Mentor: Tracy Van Oss, DHSc, MPH, OTR/L, FAOTA

Background

• 10,000 adults reach age 65 daily; Americans 65+ projected to grow from 58 million to 82 million by 2050
• Retirement preparation centers on finances, neglecting holistic well-being
• Retirement linked to increased anxiety, decreased well-being, loss of purpose, social isolation
• Retirement is a major occupational transition reshaping routines, roles, purpose; OT is well-positioned to address these occupational shifts
• Limited literature explores OTP roles in supporting the work to retirement transition

Purpose

• Develop and preliminarily evaluate an occupational therapy-informed educational module to support the transition from paid work to retirement.

Mentor: Courtney Richards, OTD, OTR/L

Background

• 20% of adolescents are reported to have unmet mental health needs.
• Adolescent social-emotional development is critical due to the impact of mental health and emotion regulation challenges on engagement in school-based occupations, including academics, social participation, and leisure.
• Occupational therapy practitioners (OTPs) support student mental health by advocating for social-emotional learning (SEL), leisure activities, and stress-management strategies throughout the school day.
• School-based OT mental health services are underutilized, with psychologists, social workers, and counselors more commonly viewed as primary providers.

Purpose

• Develop an OT-based SEL program for a middle school special education program to promote SEL integration into daily classroom routines.

Mentor: Nicole Fidanza, OTD, OTR/L

Background

• 9% of the US population, or nearly 31 million Americans will have an eating disorder (ED) in their lifetime; average age of onset is between 19 and 25 years 
• ED-related disordered eating behaviors negatively impact life roles and meaningful participation
• College students are a uniquely high-risk group due to the developmental and social transitions of emerging adulthood
• A gap exists in the literature on the occupational impact of EDs in college students and the potential role of OT in higher education.

Research Questions

1. How do eating-related concerns contribute to occupational disruption in the academic, social, and self-care roles of college students?
2. What is the perceived need for occupational therapy services on college campuses to support students’ daily functioning in the context of eating-related concerns? 

Mentor: Karen Majeski, OTD, OTR/L, ATP

Background

• Early intervention (EI) improves developmental, academic, & employment outcomes < 17% of children under 5 y/o with developmental delays receive EI
• Physicians do not routinely use validated developmental screening tools or make timely referrals 
• Interprofessional education (IPE) strengthens collaborative practice, teamwork and communication
• Occupational therapy practitioners (OTPs) expertise in child development, family-centered care and advocacy make them valuable contributors to interprofessional healthcare education

Research Questions

1. Does Occupational Therapy (OT)-led IPE improve physician assistant (PA) and medical doctor (MD) students’ knowledge and understanding of developmental delays and EI services?
2. Does OT-led IPE increase PA and MD students’ confidence in identifying, communicating developmental concerns with families, and making timely referrals to EI services?
3. Does OT-led IPE enhance PA and MD students’ understanding of related service provider roles and the importance of interprofessional collaboration?

Mentor: Martha Sanders, PhD, MSOSH, OTR/L, CPE

Background

• Sleep is a vital occupation that supports health, safety, and daily participation.
• Veterans experience substantial sleep challenges that may continue long after military service.
• Reported sleep disturbance is higher among Veterans (76%) and active-duty service members (66%) than among adults in the general population (35%).

Gap in the Literature

• Limited research examines sleep experiences and occupation-based sleep education among veterans across generations.

Research Questions

1. What military service-related experiences contributed to sleep challenges?
2. What strategies did veterans use to manage sleep?
3. How did sleep quality affect daily occupations?

Mentor: Karen E. Majeski, OTD, OTR/L ATP

Background

• 771,480 individuals experiencing homelessness in the United States; 18.1% increase from 2023–2024.
• 3,735 individuals experiencing homelessness in Connecticut; 59–60% reporting no income and over half reporting a disabling condition.
• 22.9% of unhoused young adults reporting unmet pet-care needs and need for pet-related resources.
• Pet ownership associated with reduced stress, loneliness, and depression; increased routine, motivation, emotional regulation, and purpose.
• Occupational therapy (OT) practitioners addressing daily functioning, routines, community integration, and participation in meaningful occupations among individuals experiencing homelessness 

Research Question

• How can an OT-based pet readiness screening tool and education program support responsible pet ownership among individuals experiencing homelessness and housing instability?

Mentor: Nicole Fidanza, OTD, OTR/L

Background

• 50% of older adults who are over the age of 65 are at risk of experiencing social isolation and feeling lonely.
• 70% of aging seniors will need some form of long-term care, and roughly 9.5 million seniors currently live in care facilities each year.
• Older adults residing within care settings report lower levels of sense of belonging and higher levels of depressive symptoms than those who have remained in their own homes.
• OT's play a crucial role in promoting social participation, viewing it as an essential occupation that fosters social interaction and supports social interdependence to improve quality of life .

Gap in the Literature

• Limited understanding of resident social health in CCRCs, with OT’s potential to support it underutilized and inconsistently defined

Research Question

• What does social health look like for residents in a CCRC at each level and across the setting?

Mentor: Martha Sanders, PhD, MSOSH, OTR/L, CPE

Background

• In the US, over 61 million adults have a disability
• Individuals with disabilities are at risk for chronic health conditions due to lower engagement in recreation
• Adaptive sports promote life satisfaction, mental health, and social participation in adults
• OTPs support leisure engagement to promote health and well-being
• Limited literature explores impact of adaptive skiing on Quality of Life (QoL) and the role of OT.

Research Question

• How does consistent participation in adaptive skiing impact quality of life in individuals with disabilities?

Mentor: Elizabeth Wescott OTD, OTR/L, FNAP

Background

• Individuals with spinal cord injury (SCI) face barriers to participation in adaptive sports
• Adaptive sports participation improves health, wellbeing, and quality of life (QoL)
• AMS enables equitable competition alongside able-bodied athletes through adaptive technology
• Equity, accessibility, and risk engagement may make AMS a uniquely therapeutic subsection of adaptive sports.

Research Questions

1. What is the role of occupational therapy (OT) in AMS?
2. What is the unique therapeutic value of AMS?
3. How are rehabilitation professionals perceived by AMS athletes in facilitating meaningful participation?

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).