CoHP - SoOT - Student Works

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ASSESSING THE COMMUNITY MOBILITY NEEDS OF ELDERLY INDIVIDUALS IN RURAL AND URBAN MAINE
(2025-04-17) Baron, Gabrielle; Bicknell, Isabelle; Girsa, Maisey; Kelly, Cavenaugh
This mixed methods survey examines community mobility patterns and barriers of community-dwelling elderly individuals in Maine. Community mobility includes driving, walking, biking, wheelchair use, and accessing public or private transportation (Justiss, 2013). Limited community mobility factors like inadequate transportation and socioeconomic challenges significantly impact health outcomes (Syed, S.T, et al., 2013). Transportation barriers lead to missed or rescheduled medical appointments, delayed care, and lapses in medication adherence, which can worsen chronic illnesses and result in poorer health outcomes (Syed, S.T, et al., 2013). Urban areas have dense populations, developed infrastructure, and nearby grocery stores, healthcare, and transit. High density and limited infrastructure hinder those with mobility or cognitive impairments. Uneven sidewalks, crowding, traffic, and scarce accessible parking are common issues (Pendleton & Schultz-Krohn, 2018). The CDC (2019) also notes navigating urban grocery stores and public transit overwhelms individuals with disabilities, leading to decreased participation in activities. Transportation barriers in rural Maine healthcare access cause missed appointments and worsening health disparities (Maine Center for Disease Control and Prevention, 2025). Residents of rural communities in Maine have unique socioeconomic and age-related vulnerabilities that impact access to health services. Maine is the oldest and most rural state in the country (Gale et al., 2017). A literature search on EBSCO, PubMed, and Google Scholar using terms such as community mobility," "Maine," "older adults," "survey," and "public transportation," yielded no relevant studies, highlighting the need for research in this area. Our research question is: How does community mobility impact the quality of life for a sample of the elderly population in rural and urban areas of Maine? Survey criteria of a sample population of rural adults in Maine: those over the age of 60 who use mobility aids, require assistance for basic activities, or have fallen over three times in the past six months.
CURRENT PRACTICE OF SCREENING FOR DEPRESSION IN INDIVIDUALS WITH POST-STROKE APHASIA
(2024-04-18) Bucklin, Calista; LeBoeuf, Clarence; Drakopoulos, Anthony; Davis, Kimberly
This study aims to identify current practices regarding mental health assessment protocols and tools utilized among practicing occupational therapists (OT) and occupational therapist assistants (OTA) currently working with clients who have experienced post-stroke aphasia. This was done by creating a survey that gathered information surrounding participants' current knowledge of depression among aphasic patients, what the current practice is at their place of work around screening for depression in patients with Aphasia, and whether or not they think a protocol would be beneficial for this population. The Husson IRB approved this study as a qualitative study with a descriptive design and non-probability sampling. An invitation to participate was sent through two American Occupational Therapy Association (AOTA) CommunOT listservs. In addition, the invitation was sent to all members of the Maine and New Hampshire Occupational Therapy Associations. Data was collected anonymously using Google Forms. The survey was open and available between March 12 and April 5, 2024. Preliminary data identifies the majority of practitioners working with clients with post-stroke aphasia are occupational therapists with between 2 and 24 years of experience and a median of 10 years. Approximately 18% of respondents are not aware of the prevalence of individuals who experience post-stroke aphasia and nearly 46% state that they are not aware that these individuals are seven times more likely to have symptoms of depression. While all respondents indicated that screening for depression would be beneficial, only nine percent reported that they did assess and none used a standardized method. Based on this data, there appears to be a knowledge gap in care and treatment for clients who experience post-stroke aphasia and symptoms of depression. Standardized assessment tools and protocol development, in addition to specific training, are needed to help ensure quality holistic care of people who have post-stroke aphasia.
EVIDENCE-BASED PRACTICE IN SCHOOL-BASED OCCUPATIONAL THERAPY-GUIDELINES FOR PRACTICE.
(2025-04-17) Bylund, Naomi; Gerritsen, Amy; Lee, Hannah; Warren, Hannah; Howland, Katey
This project was created in response to the Maine Department of Education’s request for an exploration of the literature surrounding evidence-based practices in school-based occupational therapy. A review of the literature is the first step in developing guidelines for occupational therapists in Maine. As education models evolve, there is a growing need for structured, evidence-informed approaches to service delivery. The authors analyzed the literature using a level of evidence framework in order to provide a comprehensive overview of best practices. Levels of evidence are assigned to studies based on the research design, quality of the study, and applicability for clinical practice (Hissong et.al, 2015). To conduct the examination of literature, the authors (with the guidance of stakeholders) identified and categorized five key components in school-based practice; Response to Intervention (RTI), Universal Design for Learning (UDL), workload versus caseload models, push-in/pull-out service delivery, and interprofessional collaboration. Studies in each area were examined, rated, and a summary provided. In addition, the authors created a literature table with embedded resources offering practitioners in the state of Maine an easy to read guide to understand the evidence surrounding each component of service delivery. The findings emphasize an importance for integrating occupational therapy interventions within general education to enhance accessibility and effectiveness. In collaboration with the Maine Department of Education, this project aims to provide valuable resources and guidelines to assist in promoting evidence-based models of occupational therapy service delivery in schools. The authors of this project will be presenting their findings and project to the Maine Department of Education and occupational therapy practitioners in the state of Maine. Hissong, A., Lape, J., Bailey, D. (2015) Bailey’s Research for the Health Professional (3rd ed). F.A Davis Company
LOVE WITHOUT LIMITS: ADDRESSING SEXUALITY WITH INDIVDUALS WITH IDD
(2024-04-18) Parkin, Isabel; Rosario, Jacquelyn; Liberty, Jasmine
People with intellectual and developmental disabilities have long been underserved in the area of sexuality, sexual education, and intimacy in health care. Individuals often are assumed to be at one of two extremes - asexual or hypersexual (Coulter, 2023). Concerns are often not addressed by healthcare providers due to discomfort, not being prioritized in treatment, and general lack of knowledge surrounding this population (Schmidt et al., 2021). As a result, many people with IDD feel inadequately educated regarding an important part of their identity and are at increased risk for negative sex and sexual health related outcomes (Coulter, 2023). The purpose of this study was to identify and explore both barriers and facilitators of sexual education and intimacy amongst people with intellectual and developmental disabilities, in addition to exploring the perspective of occupational therapists, educators, and students surrounding comfort level and preparedness to provide services and support to this population. This presentation will provide an overview of a mixed-methods study utilizing surveys to collect current student, educator, and practitioner perspectives. Surveys aimed to 1) explore the perspectives and opinions of students, educators, and practicing occupational therapists (OTs) and 2) identify barriers and facilitators within the profession in addressing sexuality among individuals with intellectual and developmental disability. Surveys utilized a Likert scale, multiple-choice questions, and open-ended questions and were sent nationwide. Descriptive statistics were used to examine frequency and percentages of participant responses and qualitative data was examined for themes. A review of findings includes mixed comfort levels in the OT practitioner population, and higher levels of comfort in the student population. Both populations agreed on resources and the need for a structured curriculum to address sexuality in the IDD population. Coulter, D., Lynch, C., & Joosten, A. V. (2023). 'Exploring the perspectives of young adults with developmental disabilities about sexuality and sexual health education'. Australian occupational therapy journal, 70(3), 380–391. https://doi.org/10.1111/1440-1630.12862 Schmidt, E. K., Beining, A., Hand, B. N., Havercamp, S. M., & Darragh, A. (2021). Healthcare providers’ role in providing sexual and reproductive health information to people with intellectual and developmental disabilities: A qualitative study. Journal of Applied Research in Intellectual Disabilities, 35(4), 1019–1027. https://doi.org/10.1111/jar.12861
OCCUPATIONAL THERAPY INCLUSION IN THE SCHOOL SYSTEM
(2024-04-18) Michaud, Olivia; Gregoire, Julia; Ali, Amber-Leigh
School-based occupational therapists (OTs) work alongside various education professionals under the umbrella of the individuals with disabilities education act (IDEA) to ensure that children with disabilities have the right to an Individualized Education Plan. Each student under IDEA has a written plan which includes a collaborative approach that must include parent involvement (Lyon, 2022). The role of Occupational Therapists in school based practice is to ensure that children can access education in the classroom, by addressing various areas of performance in school such as the physical, cognitive, and sensory needs of the child (AJOT, 2017). Remaining current and engaging in evidence-based practice is essential for occupational therapy practitioners to be effective in treating children in the school system. One issue OTs face when providing school services is a lack of full knowledge regarding their scope of practice, including the model of pushing in or pulling out for services (AOTA, 2022). This research study examined the perspectives of school based occupational therapists (OTs) in the state of Maine regarding service delivery to students and examine trends around the state. A survey-based study was used to examine the views of OT clinicians regarding knowledge of (1) scope of practice in the school setting, (2) successes and challenges faced during interprofessional collaboration required in this setting, (3) method of pushing into the classroom. The study included 18 Likert-scale responses and 5 open-ended question responses that occupational therapists self-report. Results from the study were examined for frequency and percentages for trends among participants. Demographic data indicated a high percentage of “rural” OTs participated in the study. Trends in the results indicate that OTs are pulling students out of the classroom “most of the time” due to time restraint barriers and limited knowledge of evidence-based practice of using the push in method for service delivery. This presentation will provide an overview of the literature surrounding school based OT, the results of data collected, and implications for the community of practice. Guidelines for occupational therapy services in early intervention and schools. (2017). The American Journal of Occupational Therapy, 71(Supplement_2). https://doi.org/10.5014/ajot.2017.716s01 AOTA. (2022). AOTA Federal Efforts to Support School-Based Practitioners, the GROW SISPs Act and More. Aota.org. https://www.aota.org/advocacy/advocacy-news/2022/federal-efforts-supporting-school-based-practitioners Lyon, S. O. (2023, October 11). Occupational therapy in schools (GUIDE + directory). OT Potential Occupational Therapy Resources. https://otpotential.com/blog/occupational-therapy-in-schools
SOCIAL EMOTIONAL LEARNING IN HIGHER EDUCATION: THE TRENDING OF SERVICES AVAILABLE IN NORTHEAST COLLEGES AND UNIVERSITIES
(2025-04-17) Benoit, Madeline; Austin, Margaret; O'Clair, Sophie; Davis, Kimberly
Background/Introduction: Social-emotional learning (SEL) is an approach to learning where students are given opportunities to learn and practice skills necessary to succeed in life. Social-emotional learning focuses on abilities specifically related to self-awareness, self-management, social awareness, relationship skills and responsible decision-making. Students with disabilities graduate from college at a lower rate (21%) when compared to the general population {39%).1 The National Center for Education Statistics report 21% of all enrolled college students report having a disability2. School based occupational therapy practitioners (OTP) have the opportunity to work with students who have disabilities as part of the special education system and as part of that team, these practitioners can support students goals for future educational endeavors including transitions to colleges and universities. Identifying schools and programs that offer SEL services either directly or indirectly could provide OTPs with the information they need to best guide their students through the transitional period. Objectives: This study aims to examine the current SEL-related services provided to college students in Maine, Massachusetts, New Hampshire, and Vermont and how they are implemented. A resource will be developed and disseminated to all OTPs in Maine, Massachusetts, New Hampshire, and Vermont through the respective state occupational therapy associations. Methods: This study utilized a qualitative descriptive research design to examine SEL services in higher education. A randomized selection was used to identify accredited colleges and universities in Maine, New Hampshire, Vermont, and Massachusetts. Google Sheets was used to complete the stratified random sampling. Institutional websites were reviewed for SEL-related services. Data was systematically collected in a Google spreadsheet and will be analyzed to identify trends. A resource tool will be developed based on this information and disseminated to occupational therapy practitioners to support students transitioning to postsecondary education. 1.The U.S. Census' American Community Survey (ACS) 2.National Center for Education Statistics. {2023, TBA). Table 311.10. Number and percentage distribution of students enrolled in postsecondary institutions, by level, disability status, and selected student characteristics: Academic year 2019-20 [Data table]. In Digest of education statistics. U.S. Department of Education, Institute of Education Sciences. Retrieved March 8, 2025, from https://nces.ed.gov/programs/digest/d22/tables/dt22_311.10.asp.
THE CHANCE TO DANCE
(2024-04-18) Aubin-Hoyle, Katherine; Lawrence, Abigail; Dempsey, Brooke
Adaptive dance is a movement in the dance community aimed at supporting the disabled community on their journey toward mental and physical wellness through leisure. Dance can benefit motor, social, cognitive, and emotional skills for those who participate (Hughes, 2020). Occupational therapists work with individuals of all ages in engaging in all areas of occupation including play, leisure, and social participation. Through dance, our bodies engage in physical activities that improve our motor, social, cognitive, and emotional skills. Barriers to inclusion has been outlined in the literature and include geographical and financial barriers, paired with a lack of classes that accommodate the sensory needs of potential participants (Illef et al., 2022; Shields & Synnot, 2016). Inclusion in rural areas is particularly limited. The Chance to Dance is a phenomonoligical qualitative study that sought to understand the benefits and barriers to participation in adaptive dance for children and young adults with mental or physical disabilities. The researchers aimed to (1) understand how adaptive dance programs socially and leisurely benefit children and young adults with disabilities, (2) assess how an adaptive dance program accommodates the sensory/physical needs of disabled individuals, (3) assess how an adaptive program allows disabled dancers to establish a sense of community, and (4) to understand the accessibility of adaptive dance in a Maine rural community. Participants of this study included caregivers of dancers, adult dancers who participate in adaptive dance classes, and teachers of adaptive dance. Participants are associated with a dance studio in rural Maine. Interviews were conducted and written data collected was analyzed using a qualitative thematic analysis. This presentation will provide insight into the lived experiences of dance instructors and caregivers on adaptive dance and provide a thorough overview of the literature surrounding adaptive dance and benefits to the field of occupational therapy. Iliff, S., Mariani,H., Swiecki, G., Patel, P., Rocha, S., Edwards, B., Sondergeld,M., Downey, T. (2022). Parental Perspectives on Inclusive Dance Program: Their Child’s Experiences and Outcomes. American Journal of Occupational Therapy, Vol. 76. doi: https://doi.org/10.5014/ajot.2022.76S1-P Shields, N., Synnot, A. Perceived barriers and facilitators to participation in physical activity for children with disability: a qualitative study. BMC Pediatrics 16, 9 (2016). https://doi.org/10.1186/s12887-016-0544-7

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