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Publication EVIDENCE-BASED OCCUPATIONAL THERAPY SOLUTIONS FOR SYMPTOM MANAGEMENT IN PEDIATRIC ONCOLOGY(2026-04-16) Anthony, Mary; Donovan, Stephanie; Roberts, Hayley; Howland, KateyThis project explored the literature surrounding interventions in occupational therapy that combat common symptoms experienced in pediatric oncology clients. A review of the literature is the first step in understanding evidence-based practice for occupational therapists working with pediatric oncology clients. The incidence of pediatric oncology has grown to approximately 15,000 children diagnosed with cancer annually in the U.S. (Ricci et al, 2024). The highest incidence rates are found in leukemias, brain tumors, and lymphomas (Siegal et al, 2018). Prevalence is notably higher among non-Hispanic White children, and residents of the Northeast (Price et al, 2025). Survival outcomes have improved significantly since the mid-1970s, with recent data showing five-year survival rates between 83.2% and 87.8% across pediatric age groups (Price et al, 2025). Improved survival rates lead to concurrent and post-cancer symptoms which often go underrecognized, impacting quality of life prompting the need for evidence-based interventions (Price et al, 2025). To further understand the evidence in occupational therapy surrounding treatment of symptoms, the authors analyzed the literature using a level of evidence framework. 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). A review of the literature narrowed symptoms commonly treated in occupational therapy to; fatigue, emotional regulation and responses, cognition, neurosensory, neuromotor and pain. Using reliable databases to further examine evidence-based interventions, the researchers examined and summarized best practices. After the literature was analyzed, the authors created an easy to read guide in understanding the evidence surrounding the effectiveness of occupational therapy treatment for each symptom. The findings emphasize an importance for integrating evidence-based occupational therapy interventions within a variety of treatment contexts for pediatric oncology clients.Publication PARENT-PERCEIVED BARRIERS AND FACILITATORS TO ACCESSING PUBLIC LIBRARIES FOR CHILDREN WITH SENSORY PROCESSING DIFFERENCES(2026-04-16) Salter, Haylee; Morrison, Amelia; McCoy, Hailee; Fysh, LaurenSensory processing differences in children often create challenges with accessing environments and participating in community settings due to how they process and respond to sensory input. One public setting that may present challenges for these children is the public library. Public libraries are important community spaces that help support reading, learning, and social connection. However, environmental stimuli such as noise, bright lighting, visually busy spaces, and unpredictable social interactions can make it difficult for some children and their families to comfortably use these spaces. Despite growing awareness of sensory-friendly practices in community settings, there is limited research exploring parent perspectives on access to public libraries. The purpose of this qualitative study is to examine parent-perceived barriers to accessing public libraries for children with sensory processing differences and to identify environmental factors and supports to facilitate inclusive participation. Participants must be a parent or caregiver of a child who is experiencing difficulty accessing public spaces, such as a library, due to sensory processing difficulties. Participants were recruited through a voluntary online survey comprising nine open-ended parent-focused questions, distributed via social media and community groups. Survey responses will be analyzed using descriptive thematic analysis to identify common themes related to environmental barriers and facilitators. This study presents no more than minimal risk to participants. The findings of this research can inform future public library practices and community programming to prompt more inclusive access and participation for children with sensory processing challenges. Gathering parent perspectives on environmental barriers and facilitators may inform future changes to improve access to public libraries.Publication PEDIATRIC OCCUPATIONAL THERAPISTS’ PERSPECTIVES ON BARRIERS AND FACILLITATORS TO HOME PROGRAM PARTICIPATION(2026-04-16) Poulin, Mara; Boucher, Lydia; O'Roak, Maureen; Fysh, LaurenThis study explores pediatric occupational therapists’ perceptions of barriers and facilitators that influence a family's participation in home programming for their child. Home programs are a central component of pediatric occupational therapy practice and support skill development and the generalization of therapeutic gains across different environments. Research suggests that embedding interventions within a family's natural routine can actively promote meaningful participation in children. This can be through the occupations such as play, feeding, and everyday activities. Factors such as caregiver stress, socioeconomic constraints, geographic location, and characteristics of the home environment may negatively affect the family's engagement and overall adherence to the program's structure during their interactions with the program. Creating routines can help with providing structure, predictability, and security for both the children and their caregivers. This makes routines more effective in the context of the intervention. Despite the given evidence, there are still barriers to successful home program implementation. A qualitative survey design was used to gather perspectives from licensed pediatric occupational therapists who work in outpatient clinical settings. Open-ended survey questions were distributed electronically to outpatient pediatric clinics in Maine to collect descriptive information on therapists’ experiences, the perceived barriers families face, and strategies used to support engagement in home programming. Participation was voluntary and anonymous to encourage honest and detailed responses. The collected data were analyzed using thematic analysis to identify recurring patterns across the responses. Findings from this study aim to inform more contextually responsive home programming approaches and identify strategies that may improve family implementation. Having a stronger understanding of therapists’ perspectives on the barriers and facilitators of programming can help identify and enhance the implementation, engagement, and long-term sustainability of pediatric occupational therapy interventions delivered in the home context.Publication ADHERENCE VARIANCE OF DIFFERING EXERCISE PROGRAMS FOR INDIVIDUALS WITH UPPER EXTREMITY TENDONITIS(2026-04-16) Martel, Laura; Kelly, CavenaughUpper extremity tendonitis is a broad and common diagnosis that may be improved by conservative treatment methods, such as rehabilitative exercise programs to reduce pain and improve function. Upper extremity exercise programs for tendonitis have been shown to enhance quality of life through improved pain experiences, physical functioning, and functionality of the affected limb. A key aspect of exercise interventions is a home exercise program (HEP), where patients are asked to do prescribed exercises outside the clinic. HEPs are becoming an increasingly prevalent delivery methodology for exercise programs due to the increasing cost of therapy and need for transportation to outpatient therapy services. Home exercise programs can be delivered in a variety of forms. Due to a multitude of factors, such as limited medical insight, forgetfulness, and limited social support, home exercise programs may result in a lack of adherence from clients that can lead to persistent pain and limited functionality. The aim of this research study is to determine the variance of adherence rates between three identified types of home exercise programs, written only, written with images, and individualized videos. In order to determine the variances between the three identified home exercise programs, a study is proposed to compare surveyed HEP patient compliance at an outpatient occupational and physical therapy clinic. The survey to be completed by patients is the Adherence to Exercise for Musculoskeletal Pain Tool (ATEMPT). The ATEMPT survey has demonstrated validity in assessing compliance behaviors, confidence to perform each exercise, and perceived difficulty of the exercises prescribed. Following the collection of data samples from participants, statistical analysis will compare the three established home exercise programs to determine which home exercise program provided the greatest adherence rates. Data from the analysis will then potentially drive future decisions and design of HEPs at the clinic to maximize patient participation and benefit.Publication ASSESSING THE COMMUNITY MOBILITY NEEDS OF COMMUNITY DWELLING OLDER ADULTS(2026-04-16) Beaulieu, Taylor; Munro, Katelyn; Richardson, Andrea; Salter, Hanah; Kelly, CavenaughCommunity mobility is defined as the ability to navigate through the world safely and independently, which allows people to participate in daily life, stay connected, and get where they need to go. Community mobility enables individuals to access resources, participate in meaningful activities, maintain independence, and stay socially connected within their communities. Populations impacted by community mobility barriers include older adults, individuals with disabilities, people with chronic health conditions, and those living in rural or socioeconomically disadvantaged areas. Older adults, in particular, face multiple barriers to community access, including limited financial resources, inaccessible built environments, and insufficient transportation options. Age-related physical, sensory, and cognitive changes further complicate safe navigation and use of transportation. Rural isolation, long-traveled distances, and lack of nearby services intensify these challenges. Together, these barriers restrict participation in meaningful activities, increase dependence, and contribute to social isolation and poor health outcomes. There are multiple solutions to improve community mobility and reduce accessibility barriers. Telemedicine and mobile clinics are two key approaches to improving access to healthcare in rural areas. Skilled mobility device and balance training, patient-centered medical homes, and coordinated care, can also help to lower costs, and improve functional mobility. Additionally, supports for transportation, such as subsidized driving assistance, have been noted to enhance independent community participation and access. In this study of individuals in an elderly housing complex, community mobility barriers will be identified through the Occupational Therapy Checklist of Community Mobility Skills (CCMS) survey, and qualitative interviews, to examine issues regarding transportation access, financial limitations, physical mobility, safety concerns, and social supports. Data will then be used to target potential solutions, such as referral to local ride-share programs, travel buddy systems, Personal Support Specialists (PSS) for community tasks, increased access to telehealth, and student liaison assistance through a resource app to coordinate needs.Publication SUPPORTING OCCUPATIONAL ENGAGEMENT IN FORENSIC SETTINGS: AN EVIDENCE-BASED REVIEW(2026-04-16) Stengel, Victoria; Brogno, Kailey; Davis, KimberlyBackground: Forensic occupational therapy is a small yet expanding practice area focused on helping individuals in the criminal justice system build skills, regain independence, and successfully re-engage in meaningful daily life. Occupations treated most consistently include education, employment, and housing. Financial management, family/parenting, and social skills were addressed however, less often. Basic needs (food and clothing), transportation, physical health (including sexual health/HIV risk), obtaining identification (driver’s license/social security card), and religion or spirituality are rarely explored (Moore et al., 2020). The purpose of this review is to determine if occupation based interventions will reduce recidivism and the potential impact of having occupational therapy services available for individuals who are currently incarcerated. Determine the outcome when services are provided and if that impacts the ability to remain in the community after release. Using the scoping review methodology framework from Arksey & O’Malley, 2005, we completed the six stages to answer the research question. The stages include identifying the research question; identifying relevant studies; study selection; charting the data; collating, summarizing, and reporting results. Reporting will be guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).Publication EVIDENCE-BASED PRACTICE IN SCHOOL-BASED OCCUPATIONAL THERAPY-GUIDELINES FOR PRACTICE.(2025-04-17) Bylund, Naomi; Gerritsen, Amy; Lee, Hannah; Warren, Hannah; Howland, KateyThis 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 CompanyPublication ASSESSING THE COMMUNITY MOBILITY NEEDS OF ELDERLY INDIVIDUALS IN RURAL AND URBAN MAINE(2025-04-17) Baron, Gabrielle; Bicknell, Isabelle; Girsa, Maisey; Kelly, CavenaughThis 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.Publication 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, KimberlyBackground/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.Publication OCCUPATIONAL THERAPY INCLUSION IN THE SCHOOL SYSTEM(2024-04-18) Michaud, Olivia; Gregoire, Julia; Ali, Amber-LeighSchool-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-schoolsPublication LOVE WITHOUT LIMITS: ADDRESSING SEXUALITY WITH INDIVDUALS WITH IDD(2024-04-18) Parkin, Isabel; Rosario, Jacquelyn; Liberty, JasminePeople 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.12861Publication THE CHANCE TO DANCE(2024-04-18) Aubin-Hoyle, Katherine; Lawrence, Abigail; Dempsey, BrookeAdaptive 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/s12887-016-0544-7Publication CURRENT PRACTICE OF SCREENING FOR DEPRESSION IN INDIVIDUALS WITH POST-STROKE APHASIA(2024-04-18) Bucklin, Calista; LeBoeuf, Clarence; Drakopoulos, Anthony; Davis, KimberlyThis 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.