Post-Professional Occupational Therapy Doctorate Occupational Therapy Doctorate Scholarship Symposium

Alyssa Marsh, OTD, OTR/L

Mentor: Norene Carlson, OTD, OTR/L

The CDC reports that 63.9% of U.S. adults have experienced at least one adverse childhood experience (ACE), and 17.3% have experienced four or more (Swedo et al., 2023). ACEs contribute to the U.S. mental health crisis, significantly impacting children, especially those with Autism Spectrum Disorder (ASD). ACEs affect cognitive, emotional, and social development, leading to academic and behavioral challenges, and can result in long-term health and social costs. This study explores occupational therapy practitioners’ (OTPs') perceptions of using trauma-informed care (TIC) in school settings with students.

This exploratory sequential mixed-methods study examined school-based occupational therapy practitioners’ (OTPs) perceptions of trauma-informed care TIC. Of 212 survey responses, 113 were analyzed after excluding incomplete submissions, and 7 OTPs were interviewed. Survey data were analyzed using descriptive statistics, while interview transcripts were coded and themed. Four main themes emerged, paradigm shift, awareness of trauma, interprofessional collaboration and communication, and barriers, along with twelve sub-themes. These themes aligned with quantitative findings to support the research question.

Findings suggest that school-based occupational therapy practitioners (OTPs) increasingly recognize the importance of trauma-informed care (TIC) in supporting student well-being, particularly amid a shift toward addressing mental health. However, implementation is hindered by systemic barriers such as inadequate training, limited resources, lack of standardized referral systems, and insufficient professional advocacy, highlighting the need for clearer role definitions, ongoing education, and stronger interprofessional collaboration. Future research should explore the effectiveness of specific TIC strategies used by OTPs, include perspectives from students and families, examine interdisciplinary collaboration, assess the impact of TIC training for both new and experienced practitioners, and investigate how OTPs’ personal trauma influences their implementation of TIC.

Jess Solup, OTD, OTR/L

Mentor: Norene Carlson, OTD, OTR/L

The Human-Animal Interaction (HAI) encompasses diverse interactions between humans and animals, and serves as a significant aspect of occupational therapy, particularly in enhancing engagement.  Despite the benefits of Animal-Assisted Therapy (ATT), occupational therapy practitioners (OTPs) face challenges in effectively integrating AAT due to limited evidence, unclear terminology, inconsistent guidelines, and resource constraints in the of integration AAT. The purpose of this study is to explore how OTPs are currently integrating AAT in occupational therapy practice.

This study utilized a quantitative descriptive survey design. Thirty occupational therapy practitioners participated in an online survey distributed to OT professionals across various geographic regions and clinical settings who actively incorporate animals into their practice. To enhance response rates, a snowball sampling approach was utilized.

Cross-tabulations were specifically chosen to examine the amount of time OTPs have incorporated AAT into their practice and how frequently they integrate animals into practice. Frequencies were emphasized to identify trends in duration, consistency, and the practice settings in which AAT was incorporated.

Based on the findings, this study provides insights into the current implementation of animal-assisted therapy within diverse occupational therapy settings. Cross-tabulation results showed that OTPs with more exposure to animals during entry-level practice, more frequently integrate AAT into their sessions. These findings underscore the value of early educational experiences with AAT. Further research could explore how training, institutional support, and standardized guidelines influence more consistent and effective implementation in clinical settings.

Christina Carmona, OTD, OTR/L

Mentor: Norene Carlson, OTD, OTR/L

Purpose: Every year there are millions of individuals diagnosed with serious illnesses that lead to end-of-life. Services such as palliative and hospice care seek to improve the quality of life of clients and their families through symptom control, relief of emotional, physical and spiritual suffering. The purpose of this study was to gain an understanding of how integrative health was currently being used by OTPs in end-of-life care to improve client quality of life.

Method: This study utilized an explanatory sequential mixed-methods design. Data was first collected from 23 participants via surveys and from seven participants via semi-structured interviews.  The survey was first analyzed using a descriptive survey analysis and then interview transcripts were analyzed using thematic coding.

Results: Fourteen participants reported strongly agreeing that occupational therapy has a role in providing complementary interventions to clients at end-of-life care, while only four participants reported that they often (more than weekly) use complementary interventions in their sessions and 11 participants reporting they rarely use it. 16 participants reported not receiving training in complementary interventions in entry level education and 8 participants reported a lack of training being a barrier in the use of complementary interventions. There were four themes identified and two to three sub themes for each theme. The main themes were education related to integrative approaches, complementary interventions valued but not implemented, occupational therapy role confusion and shift to palliative care model.

Conclusion: Findings suggest that a lack of foundational knowledge on complementary interventions may be contributing to reduced confidence, competence and use of complementary interventions despite the reported significance.

Francine Ruzich, OTD, OTR/L

Mentor: Karen Majeski, OTD, OTR/L

This study explores the lived experiences of families raising children with developmental disabilities, examining their journey from initial concerns to navigating the complex landscape of medical, social, and educational care. It specifically investigates the broad spectrum of therapeutic services beginning in the birth-to-three stage. According to a 2023 report from the Cleveland Clinic, 1 in 6 children (17%) in the United States are diagnosed with developmental delays.

Utilizing a qualitative research design, data was collected through semi-structured interviews with nine families. The transcripts were carefully reviewed for accuracy, and key insights were extracted. To ensure a comprehensive understanding, the primary researcher collaborated with a secondary researcher, reviewing transcriptions, summaries, and significant quotes before conducting coding and thematic analysis.

Three key themes emerged: (1) Parental advocacy and persistent efforts in navigating systems of care (2) There is a significant emotional and psychological impact on families when navigating their child's therapeutic journey. (3) Early Intervention and therapeutic strategies transform how parents support their child's development and engagement creating a lasting impact.

Findings underscore the critical need for parent training to enhance advocacy skills across medical, social, and educational domains. Additionally, prioritizing emotional and psychological support for families is essential in creating a stable environment that promotes service access and continuity of care. Finally, empowering parents to embrace their role as experts in their child’s development is vital for long-term success.

Further research is needed to explore effective strategies for equipping families with the tools to advocate for their child's needs, recognizing them as the child's primary historian, caregiver, and future decision-maker.

Harshala Sarwadnya, OTD, OTR/L

Mentor: Karen Majeski, OTD, OTR/L

Abstract: Sleep is an occupational right of human beings and important for the optimal physical and mental health of children and adolescents. Sleep problems are seen amongst 25-50% of healthy children and 40% of adolescents. Studies have shown that sleep problems impact children’s academic achievement, sensory motor tasks and executive functions and their role competence. Children’s sleep problems have a reciprocal impact on the family. Sleep hygiene and sleep participation is an integral part of a family’s health and well-being and is culturally based. Rest and sleep are within the scope of occupational therapy (OT) practice; therefore, it is important to examine parents’ perception of sleep hygiene, sleep preparation and participation in the home environment in order to develop sleep hygiene interventions for children and their families.

Method: The study utilized a quantitative, anonymous, survey design. Data was collected from 71 participants using convenience and snowball sampling. Twenty-seven participants met the inclusion criteria. The survey was analyzed using both statistical and descriptive analysis of crosstabulations of categorical relationships.

Results: Participant responses indicate that the majority of the children were not getting an adequate amount of sleep according to the recommended guidelines. Caregivers value sensory and environmental strategies as well as non-pharmacological sleep interventions. However, only thirty-three percent of the respondents were aware of occupational therapy’s role in addressing sleep in children, and there was only one instance of pediatrician referral to an occupational therapist.  

Conclusion: Finding of this study suggest there is a need to increase the awareness of occupational therapy’s role in managing sleep in children with parents and pediatricians. Occupational therapy can educate caregivers through school newsletters and sleep health brochures. Occupational therapists can work with pediatricians and advocate for their role in providing non-pharmacological sleep interventions using evidence-based occupational therapy interventions.

Kristen Rovello, OTD, OTR/L

Mentor: Karen Majeski, OTD, OTR/L

Purpose: The benefits of Augmentative and Alternative Communication (AAC) are well documented in research (Andzig et al., 2024; Quinn et al., 2023a; Quinn et al., 2023b) but it is evident that barriers exist negatively impacting utilization and contributes to abandonment. Some of the most commonly identified reasons for device abandonment include,  limited opportunities or insufficient offerings for use by communication partners (Johnson et al., 2006); lack of motivation of communication partner (Johnson et al, 2006); lack of trained professionals (Long et al., 2023; Dishman et al., 2021; Johnson et al., 2006); the need for continued education and training of service providers, family members, and support staff (Quinn et al., 2023a; Quinn et al., 2023b; Johnson et al., 2006); and dissatisfaction with training and follow up services (Larson & Lidstrom, 2019; Kim & Soto, 2024; Andzik et al., 2024, Quinn et al., 2023a; Quinn et al., 2023b; Johnson et al., 2006). The purpose of this study was to explore which training techniques are most beneficial and desired by the communication partners of children with complex communication needs using AAC. 

Method: This study utilized a quantitative survey design.  Data was collected from 97 participants via an on-line survey.  The survey was analyzed using chi-squared statistical analysis and descriptive analysis of crosstabulations of categorical relationships.

Results: Participant responses indicate that training of multiple communication partners in multiple environments is not consistently provided. Key communication partners of children using AAC receive insufficient training, limiting opportunities for AAC use in all natural environments. It is evident that without AAC use across multiple environments, social validity and full occupational engagement are not achieved. Furthermore, professionals receive inadequate training, limiting their ability to effectively train other communication partners

Conclusion: Findings suggest that training should include a wider range of communication partners across natural environments. Expanding training to other professionals, including occupational therapists, can increase the availability of individuals equipped to support AAC users including family members, peers, and other staff. Training should be tailored to the specific roles of communication partners and the contexts in which they interact with AAC users.