Annual Spring Conference 2021 We ARE Occupational Therapy - CONFERENCE PROGRAM Saturday, March 6, 2021 Virtual via Zoom
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Annual Spring Conference 2021
CONFERENCE PROGRAM
We ARE Occupational Therapy
Saturday, March 6, 2021
Virtual via Zoom
1
Welcome to Conference 2021!
President’s Message:
Welcome to the 2021 ConnOTA Annual Spring Conference! Little did we know this time last year as we were joyously
stacking items and standing on tables during our amazing conference keynote, that days later life as we all knew it would
be drastically altered. Not for a week, or even a month, but for an entire year and counting we have all experienced
unprecedented modifications to the way we work, live, communicate and connect. Some of us welcomed the ability to
work from home while others struggled with social and emotional isolation. Work/life balance shifted into a messy blend
as we tirelessly strive for some semblance of normalcy, searching for the light at the end of the tunnel. This sounds so
bleak, right? The term essential worker took on an entirely new meaning when a global pandemic caused our country and
most of the world to literally shut down. Why am I reminding you of what we already have endured for the last year? I
remind you because we are all here as shining examples of resilience and hope. When roles, occupations and delivery of
services shifted, OT practitioners were there to support the adjustments. Remote learning seemed like an impossible task.
Locking down assisted living facilities and nursing homes became a reality. Fieldwork placements dwindled. Every step
of the way OT practitioners have been utilizing their distinctly valuable skillsets and flexibility to support patients, clients,
students and elders across all practice areas during a time when many felt hopeless. I am proud to be a part of a tribe that
strives for progress, advocacy and versatility. We lead with compassion. As we gather here today, in albeit a
nontraditional way, let’s fill our cups with knowledge and connect with our peers.
It is fitting that Debra Young MEd, OTR/L, SCEM, ATP, CAPS, FAOTA has titled her keynote “WE ARE Occupational
Therapy!”. I am looking forward to Debra sharing her wisdom as we continue on our journey of resilience, diversity,
equity and inclusion. I am delighted we get to share this virtual experience together!
Thank you to our speakers and poster presenters who have volunteered to share their knowledge and areas of expertise
with us today. A special shout out to our Members for Professional Development Sarah Guariglia, Michelle Forfa, and
Emma Daly and the conference committee for all of their hard work over the past few months in organizing this virtual
event. Please feel free to participate more actively in planning next year's conference or consider presenting a session or
poster of your own. We all benefit from sharing your knowledge and skills.
Our Board of Directors is dedicated to promoting and supporting our profession. I encourage you to join our membership
and also to join the various committees that are constantly working for the betterment of the profession. We welcome your
perspective and contributions. Please reach out to a board member to volunteer. Together we are ConnOTA Strong!
With Gratitude,
Corrin Campbell BS, COTA/L
President, ConnOTA
2
CONFERENCE AT-A-GLANCE
Time/Room Activity/Event
8:45-9:00 AM Log In
9:00-9:30 AM Presidential Welcome and Annual Business Meeting
Corrin Campbell and Board Members
9:30-10:00 AM Legislative Update (.50 contact hour)
Andrew Markowski, ConnOTA Lobbyist
10:00-11:00AM Keynote Address (1 contact hour)
WE ARE Occupational Therapy!!
Debra Young, OTR/L, SCEM, ATP, CAPS, FAOTA
11:00-11:15 AM Break
11:15AM-12:15 PM Short Course Session I (1 contact hour)
Session A Projective Media in Occupational Therapy: Assessment or Intervention?
Lola Halperin, EdD, OTR/L
Session B Incorporating Vocational Experiences in School-Based Occupational Therapy with
Elementary and Middle School Populations
Sarah DiMeo, PhD, OTR/L
Session C Lions Low Vision Outcome Study- Overview of the Program and the Low Vision
Assessment Tool Used
Michelle Tarantino, OTD, MPH, OTR/L, CLVT, CBIS
12:15-12:50PM Lunch Break/ Networking/ Committee Meetings
12:50-2:00 PM Poster Presentations (1.5 contact hours)
2:00- 3:00 PM
Short Course Session II (1 contact hour)
Session D Capturing a Legacy: Creating Life Story Books or Videos
Anna Norene Carlson, OTD, OTR/L & Erica DeFrancesco, MS, OTR/L
Session E How to Provide Feedback to Students During Occupational Therapy Fieldwork: A
Manual
Whitney Ennis, OTD, OTR/L
Session F Implementation of Smart Technology in the Home Setting
Karen Majeski, OTD, OTR/L, Erica DeMeo, Sarah Lazaro, Julia Lieberman, Lauren Maher,
Jenevieve White & Demarest Drummey
3:00- 3:15 PM Break
3:15-4:15 PM Short Course Session III (1 contact hour)
Session G Choosing the Right Cognitive Assessment in a Post-Acute Care Setting
Elaine Adams, MPPA, OTR, FAOTA & Laurie Cecchi, OT, OTR, CAPS
Session H Virtual OT Behavioral Interventions
John Pagano, PhD, OTR/L
Session I The Development of a Free, Student-Led Group Clinic on A Telehealth Platform
Carolyn Brown, OTD, OTR/L, Siobhan Kemple, OT/S, & Micaela Galley, OTS
Session J Development of the Occupation-Based Practice Assessment (OBPA)
Sarah Psillas, PhD, OTR/L, CEIS1 & Wendy Stav, PhD, OTR/L, FAOTA, SCDCM2
4:15-4:45 PM Awards Ceremony & Raffle
3
2021 Conference Notes
CEU: Participants will sign in prior to attending each educational session. You may print your CEU from your
profile on the website in 1 week following the conference. Please contact Monica at info@connota.org if you have
any questions.
Schedule of Events: In order to prevent “Zoom Fatigue” we have shortened sessions to 1 hour and have
scheduled for ample breaks.
Zoom Etiquette:
• Please keep your microphone muted, unless speaking, to reduce background noise and disruption
• We encourage you to use the chat feature to ask questions and interact with the presenter
• Ensure your screen name displays your first and last name – this is important for attendance and CEU
purposes.
• And lastly, while it is not mandatory, we do encourage you to keep your video on for a more engaging
and interactive experience.
Raffle: A raffle will be held at the awards ceremony. Every attendee is eligible to receive one raffle ticket! Good
luck! If you would like to contribute to the raffle next year, we welcome donations!
ConnOTA Membership: Please reach out and introduce yourself to our volunteer board members who are
very interested in hearing ideas of ways we can improve our service to our members. Also, if you are interested in
volunteering for ConnOTA in the future, please let us know!
Conference Evaluation Forms: Please take a moment to thank each speaker today for their time in sharing
their work. Speakers volunteer many hours preparing their presentations and constructive feedback is always
welcome via the Session Evaluation Forms and Conference Evaluation Form (Page 6). Please use the link to
provided in this booklet and in the chat of each session to provide feedback. There is a survey link for the keynote,
each session, and overall conference feedback (Page 6)
Handouts: Some presenters have uploaded handouts to the Conference Resource area of the website for you to
download at your convenience. They will be available on the website for 3 months.
Zoom Links: The Zoom link for each session is embedded in the Conference at a Glance (page 3 and page 5)
by clicking on the title. They are also listed on the next page. You may need to click ‘Control/Ctrl’ and click
the hyperlink at the same time.
4
Zoom Links
Presidential Welcome and Annual Business Meeting, Legislative Update & Keynote Address
https://zoom.us/j/7983313812?pwd=Q3VEMm1kZHRValkvRm5PVWJoQm9ydz09
Session A Projective Media in Occupational Therapy: Assessment or Intervention?
https://zoom.us/j/7983313812?pwd=Q3VEMm1kZHRValkvRm5PVWJoQm9ydz09
Lola Halperin, EdD, OTR/L
Session B Incorporating Vocational Experiences in School-Based Occupational Therapy with
Elementary and Middle School Populations
https://zoom.us/j/3338080546?pwd=MnA2MzJzOGo4OWd6TnBPU3QyZFE1dz09
Sarah DiMeo, PhD, OTR/L
Session C Lions Low Vision Outcome Study- Overview of the Program and the Low Vision
Assessment Tool Used
https://zoom.us/j/3755767393?pwd=MHpRVVBKWFUzSTJIUFJRT28yRVd6UT09
Michelle Tarantino, OTD, MPH, OTR/L, CLVT, CBIS
12:15-1:00 PM Lunch Break/ Networking/ Committee Meetings
https://zoom.us/j/7983313812?pwd=Q3VEMm1kZHRValkvRm5PVWJoQm9ydz09
1:00-2:00 PM Poster Presentations (1.5 contact hours)
https://zoom.us/j/3815921215?pwd=REttWmNEUExrOTFHdzNycFMxaUcyUT09
Session D Capturing a Legacy: Creating Life Story Books or Videos
https://zoom.us/j/3755767393?pwd=MHpRVVBKWFUzSTJIUFJRT28yRVd6UT09
Anna Norene Carlson, OTD, OTR/L & Erica DeFrancesco, MS, OTR/L
Session E How to Provide Feedback to Students During Occupational Therapy Fieldwork: A
Manual
https://zoom.us/j/3815921215?pwd=REttWmNEUExrOTFHdzNycFMxaUcyUT09
Whitney Ennis, OTD, OTR/L
Session F Implementation of Smart Technology in the Home Setting
https://zoom.us/j/3338080546?pwd=MnA2MzJzOGo4OWd6TnBPU3QyZFE1dz09
Karen Majeski, OTD, OTR/L, Erica DeMeo,OTS, Sarah Lazaro,OTS, Julia Lieberman,
OTS, Lauren Maher, OTS, Jenevieve White, OTS, & Demarest Drummey, OTS
Session G Choosing the Right Cognitive Assessment in a Post-Acute Care Setting
https://zoom.us/j/3815921215?pwd=REttWmNEUExrOTFHdzNycFMxaUcyUT09
Elaine Adams, MPPA, OTR, FAOTA & Laurie Cecchi, OT, OTR, CAPS
Session H Virtual OT Behavioral Interventions
https://zoom.us/j/7983313812?pwd=Q3VEMm1kZHRValkvRm5PVWJoQm9ydz09
John Pagano, PhD, OTR/L
Session I The Development of a Free, Student-Led Group Clinic on A Telehealth Platform
https://zoom.us/j/3755767393?pwd=MHpRVVBKWFUzSTJIUFJRT28yRVd6UT09
Carolyn Brown, OTD, OTR/L, Siobhan Kemple, OT/S, & Micaela Galley, OTS
Session J Development of the Occupation-Based Practice Assessment (OBPA)
https://zoom.us/j/3338080546?pwd=MnA2MzJzOGo4OWd6TnBPU3QyZFE1dz09
Sarah Psillas, PhD, OTR/L, CEIS1 & Wendy Stav, PhD, OTR/L, FAOTA, SCDCM2
4:15-4:45 PM Awards Ceremony & Raffle
https://zoom.us/j/7983313812?pwd=Q3VEMm1kZHRValkvRm5PVWJoQm9ydz09
5
Feedback Survey Links
Keynote Survey Or Click Here: https://www.surveymonkey.com/r/KeynoteSurveySpring2021
Sessions Survey Or Click Here: https://www.surveymonkey.com/r/GeneralSessionsSurvey
Conference Experience Survey Or Click Here: https://www.surveymonkey.com/r/OverallExperienceSurvey
6
Legislative Update (.50 CEUs)
Andrew Markowski, Lobbyist
aem@statehouseassociates.com
Andy Markowski is the founding Principal of Statehouse Associates, LLC, where he represents clients
primarily before the Connecticut General Assembly and Executive Branch Agencies on a wide range of
legislative and regulatory matters.
Andy has been representing ConnOTA at the state capitol since 2011 and during that time has worked
extensively on various issues impacting the occupational therapy profession, including: state implementation of
federal healthcare reform under the Affordable Care Act; establishing a cap on insurance co-payments for
occupational therapy services; and navigating various licensure proposals and scope of practice changes from
other health and medical professions. In addition to ConnOTA, Andy’s lobbying clients include national and
state industry, trade and professional associations, small contractors, chambers of commerce, municipal
interests, citizen advocacy groups and other private entities. Prior to establishing Statehouse Associates, LLC,
Andy was a Partner and lobbyist with Gara & Markowski, LLC for several years. Before lobbying in
Connecticut, he was a Public Affairs Specialist for the Massachusetts Turnpike Authority. Andy received his
Bachelor of Arts in Political Science from Union College in Schenectady, New York, and his Juris Doctor, cum
laude, from Western New England College School of Law in Springfield, Massachusetts.
Learning Objectives:
1. To identify current key issues impacting the OT profession pending before the 2021 state legislature.
2. To understand specific impacts of various legislative proposals on the OT Profession.
3. To recognize the importance of legislative advocacy for ConnOTA.
4. To review ways in which to be involved in ConnOTA's government affairs efforts and the legislative
process.
7
Keynote Address (1.0 CEUs)
Debra Young, MEd, OTR/L, SCEM, ATP, CAPS, FAOTA
“WE ARE Occupational Therapy!”
For the next 60 minutes put aside all of the day to day worries and try to silence the rational brain for a moment,
and think about why you are passionate about occupational therapy. What is it that inspired you to become an
occupational therapist or an occupational therapy assistant? If you could transform your occupational therapy
career, what would it look like? Where is it that you feel you can make a difference? Join me for a robust
discussion on how the occupational therapy profession is finding opportunity in crisis, addressing diversity,
equity and inclusion, and how AOTA—your professional home—is supporting you along the way. I challenge
you to let yourself dream. We are tenacious. We are resilient. WE ARE occupational therapy.
Debra Young —owner of EmpowerAbility® LLC, an occupational therapy consultancy—is an award-winning,
certified specialist in environmental modifications, inclusive design and the impact of the environment on
health. Debra has 26 years of occupational therapy experience as a clinician, educator and business owner. With
unique work experiences in health/healthcare, education, employment and housing, she has been a provider of
services across a spectrum of settings and populations for both client-based and systems-level practice. Debra
has earned a Master’s in Education degree with specialization in Assistive Technology (AT) from Bowling
Green State University, a graduate certificate in AT from Johns Hopkins University and a Bachelor of Science
degree in Occupational Therapy from Elizabethtown College. Debra has been named a Fellow to the American
Occupational Therapy Association (AOTA) and has earned the AOTA Specialty Certification in Environmental
Modifications. She is the current Vice President of the AOTA and is the 2014 recipient of the AOTA
Recognition of Achievement Award for notable contributions to the profession and its consumers in the
environmental modifications specialty area of practice. Debra has published and presented on local, state,
national and international levels.
At the conclusion of this presentation, participants will be able to:
1-Discuss practice area opportunities and ways to diversity the profession.
2-Describe how the occupational therapy profession is addressing diversity, equity and inclusion.
3-Identify ways in which AOTA—our professional home—is supporting occupational therapy professionals.
8
SESSION I (1 CEU)
Session A Projective Media in Occupational Therapy: Assessment or Intervention?
(Mental Health)
Author(s) Lola Halperin, EdD, OTR/L
Objectives Participants in this short course will:
1. By the end of the session participants will be able to identify at least 3 benefits of
using projective media in OT practice.
2. By the end of the session participants will be able to identify at least 2 limitations of
using projective media in OT practice.
3. By the end of the session participants will be able to identify at least 2 potential
research themes pertaining to the use of projective media in OT practice.
Synopsis Occupational therapy (OT) practitioners have traditionally utilized projective
media when serving clients with various conditions, especially in the field of
mental health (Eschenfelder & Gavalas, 2018; Froehlich & Nelson, 1986; Lerner,
1979; Lerner & Ross, 1977; Lloyd & Papas, 1999; Michael, 2019; Rayond &
Provancher, 1972).
Decades ago expressive modalities were used in occupational therapy as
evaluative tools, to help diagnose clients, but this trend diminished over time, due
to lack of evidence.
While the benefits of using projective media in order to establish a therapeutic
rapport with clients and to foster self-expression among them are obvious to many
OT practitioners, there might not be a consensus about whether this modality
should be used in our profession for assessment purposes, until more robust
research findings on this topic are available (Lloyd & Papas, 1999).
However, currently some OT scholars are reporting promising findings that
support the use of projective media in occupation-based assessment and OT
treatment planning process (Eschenfelder & Gavalas, 2018).
This short course will summarize the history of the use of expressive media in OT
practice and provide examples of research studies pertaining to this topic.
Participants will be presented with sample client artwork and will have the
opportunities to debate the benefits and limitations of the use of expressive art in
clinical practice. Potential research avenues will be brainstormed.
Session B Incorporating Vocational Experiences in School-Based Occupational Therapy with
Elementary and Middle School Populations
(Children & Youth)
Author(s) Sarah DiMeo, PhD, OTR/L
Objectives By the end of the program, participants will be able to:
1.Become familiar with the role of a school-based occupational therapist in vocational
experiences.
2.View practical examples of how to incorporate vocational experiences in elementary
and middle school.
3.Explore a relevant case study that involves the integration of vocational experiences for
an elementary school student.
9
Synopsis Work is one of nine occupations categorized within the domain of occupational therapy
practice and is a focus of occupational therapy in schools (AOTA, 2020). As identified in
the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), gaining
and maintaining employment is a primary goal of special education for transition-age
youth between 14 through 22 years old (Wong et al., 2020). School-based occupational
therapists may be a part of an educational team to prepare students to enter employment
(Dorsey et al., 2017; Spencer et al., 2017). While occupational therapists address
vocational skills with transition-age students, incorporating vocational experiences is
usually not a focus for students in elementary and middle school. With the current trend
of inclusion for all students with special needs in the public schools, assisting students
with vocational skill development can be challenging due to the academic focus of the
curriculum, especially with a younger population (Wong et al., 2020). The incorporation
of vocational skills in elementary and middle school could help students achieve their
academic goals while gaining valuable vocational experiences that may help prepare
them for future productive employment.
The purpose of this presentation is to increase occupational therapy practitioners’
knowledge of how to incorporate vocational experiences into academic-focused
elementary and middle school environments. This introductory PowerPoint presentation
will include an overview of the role of a school-based occupational therapist in
vocational experiences and include practical examples of how incorporate these
experiences into an academic based environment. Finally, the presentation will explore a
relevant case study that involves the integration of vocational experiences with an
elementary school student.
Session C Lions Low Vision Outcome Study- Overview of the Program and the Low Vision
Assessment Tool Used
(Productive Aging)
Author(s) Michelle Tarantino, OTD, MPH, OTR/L, CLVT, CBIS
Objectives At the conclusion of the presentation, participants will
1. Understand what low vision is and the role of occupational therapy in working with these
clients.
2. Describe what Lions Low Vision Programs offer to clients and where to find those
programs.
3. Learn a standardized assessment used for low vision clients and for the research project
4. Understand the process and results of the research as well as the implications presented
by those results.
Synopsis The Lions Low Vision Program at Quinnipiac University has been providing services and
free devices to clients with vision loss that cannot be corrected with surgery, medication or
glasses for many years. While completing my clinical doctorate in occupational therapy and
low vision, I learned that the program where I had volunteered for many years needed some
review, to determine if the services being provided were effective and making a difference.
This presentation will be an overview of the Lions Low Vision Program at Quinnipiac
University. It will look at the assessment tool used for the low vision clients as well as what
services the therapists provide to the clients. The research that was completed to evaluate the
effectiveness of the program will be presented with the results as well as recommendations
for low vision providers to provide excellent care to our clients.
SESSION II (1.0 CEUs)
Session D Capturing a Legacy: Creating Life Story Books or Videos
(Productive Aging)
Author(s) Anna Norene Carlson, OTD, OTR/L & Erica DeFrancesco, MS, OTR/L
10Objectives 1. Participants will understand the impact of social isolation on persons living with dementia
in community-based settings.
2. Participants will demonstrate the ability to implement the legacy project as an intervention
to address social isolation with clients living in the community who may be home bound or
isolated due to the COVID-19 pandemic.
3. Educators will have an understanding of the benefits of digital, intergenerational
experiences for both clients and students.
Synopsis The Covid-19 pandemic has resulted in increased social isolation for many older adults living in
the community. Social isolation can lead to depression and functional impairment in older adults
which is especially pronounced in persons diagnosed with dementia (Huang & Zhao, 2020). If
social isolation continues chronically (>6 months), it can result in accelerated brain aging and
disease progression for these individuals (Armitage & Nellums, 2020). To address the needs of
this at-risk population we chose to implement a program called the Virtual Legacy Project using
a digital, intergenerational approach which focused on meaningful engagement while
maintaining the physical distancing required to maintain the safety of clients. The Virtual
Legacy Project partnered Quinnipiac University OT students in a service-learning course with
persons living in the community with dementia and involved zoom-based interviewing of
participants using standard questions exploring their lived history. The notes compiled by the
students were then used to create a legacy book detailing the participants life experience using
stories, quotes and pictures which were then shared with their clients. Evidence suggests that a
digital platform combining youth and older adults with dementia has a positive impact on both
generations by improving social interactions though sharing life experiences (Gualano, et al,
2018, Prasun & Yatnatti, 2020). Interviews of both clients and students upon the completion of
our program demonstrated positive impacts for both students and clients and assisted persons
living with dementia to access forgotten memories, as well as providing an artifact of the
person’s life to be enjoyed for generations. Our short course will focus on providing training for
the implementation of this program which can be used as a valuable intervention tool to address
social isolation as well as providing an impactful and enriching learning experience for OT
students.
Armitage, R. & Nellums, L. (2020). COVID‐19 and the consequences of isolating the elderly.
Lancet Public Health. 2020; 5(5): e256. https://doi.org/10.1016/S2468-2667(20)30061-X
Gualano, M., Voglino, G., Bert, F., Thomas, R., Camussi, E., & Siliquini, R. (2018). The impact
of intergenerational programs on children and older adults: A review. International
Psychogeriatrics, 30(4), 451-468. doi:10.1017/S104161021700182X
Huang, Y. & Zhao, N. (2020). Generalized anxiety disorder, depressive symptoms and sleep
quality during COVID-19 outbreak in China: a web-based cross-sectional survey. Psychiatry
Research, 288. 1-6. https://doi.org/10.1016/j.psychres.2020.112954
Prasun, C. & Yatnatti, S. (2020). Intergenerational digital engagement: A way to prevent social
isolation during the COVID-19 crisis. Journal of the American Geriatrics Society, 68(7). 1394-
1395. https://doiorg.libraryproxy.quinnipiac.edu/10.1111/jgs.16563
Session E How to Provide Feedback to Students During Occupational Therapy Fieldwork: A
Manual
(Education & Professional Issues)
Author(s) Whitney Ennis, OTD, OTR/L
Objectives 1. To dene feedback and its importance in the fieldwork setting.
2. To provide current and potential fieldwork supervisors with strategies and tip for giving
feedback.
3. To understand how to create a manual on the topic of feedback during fieldwork.
Synopsis Many occupational therapists identify that they feel ill prepared to be fieldwork supervisors
despite their level of experience. There are few opportunities for occupational therapists to
obtain the necessary skills to be competent fieldwork educators, particularly with regards to
providing feedback to students. Research supports that fieldwork supervisors want additional
training prior to becoming fieldwork educators. A manual on providing feedback to students
11during fieldwork will give fieldwork educators the necessary information and appropriate
activities to be able to provide adequate feedback so that students can be successful and
independent learners.
Session F Implementation of Smart Technology in the Home Setting
(Technology)
Author(s) Karen Majeski, OTD, OTR/L, Erica DeMeo,OTS, Sarah Lazaro,OTS, Julia Lieberman, OTS,
Lauren Maher,OTS, Jenevieve White, OTS & Demarest Drummey, OTS
Objectives 1. Participants will explore OT's role in using smart technology when recommending changes
to the environment or activity to support the client’s engagement in occupations for success.
2. Participants will analyze and appreciate ethical considerations when recommending and
implementing smart technology in a client's plan of care.
3. Participants will review and appraise a smart technology manual that includes
recommended devices and set up instructions created by MOT students they can use in their
area of practice.
Synopsis OT's are well trained and equipped to identify the needs and uses for assistive technology,
universal design, complex environmental modifications, and recommend changes to the
environment or activity to support the client’s engagement in occupations for success
(American Occupational Therapy Association [AOTA], 2014). OT has a distinct and valuable
role in using smart technology to support clients in successfully completing their daily
occupations. Smart technology can benefit a variety of clients, despite differing ages, contexts,
or populations. Using an occupational profile, in conjunction with the Human-Activity-
Assistive Technology (HAAT) model, OT’s can examine the context and environment to
support the right fit of smart technology for the purpose it serves (Chabot et al., 2017) OT's can
then work collaboratively with clients to identify safety concerns, appropriate places for
automation, functions that can be controlled remotely, and appropriate switches or systems to
use to Create your own automated PDFs with JotForm PDF Editor 2 control and activate the
technology (Gentry, 2017). The focus is to encourage safety and independence while allowing
the client to engage in activities that are meaningful to them. Technology is always evolving
and has ample mainstreamed options that can be easily accessible to clients. Smart technology
can benefit older adults with aging in place and other populations with acquired or
developmental conditions by providing automation for activities of daily living such as
medication management or providing remote monitoring for the safety of clients staying at
home and caregiver’s ease (Waite, 2015). Ultimately, by using a client centered approach and
analyzing the context, environment, and activities the client participates in, occupational
therapists can provide smart technology options to support safety, independence, and
participation in meaningful activities. This short course will present a Smart Technology
Manual developed by MOT students at Quinnipiac University that practitioners can use when
considering smart technology options for their clients.
SESSION III (1 CEUs)
Session G Choosing the Right Cognitive Assessment in a Post-Acute Care Setting
(Productive Aging)
Author(s) Elaine Adams, MPPA, OTR, FAOTA & Laurie Cecchi, OT, OTR, CAPS
Objectives Participants will be able to:
1. Explore and identify cognitive screening and assessment tools available and appropriate for
use in the post-acute care continuum to promote comprehensive assessment and client-
centered care for clients with cognitive impairment.
2. Explain how choice of appropriate cognitive assessments in post-acute care settings may
influence intervention strategies that identify solutions, achieve clinical outcomes,
contribute to client satisfaction, and facilitate client participation in everyday living
3. Identify potential clinical and operational challenges and solutions
12Synopsis Recent and evolving changes in health care have brought considerable attention to the
importance of assessment and intervention to address cognitive impairment and to move beyond
basic approaches to ensure that cognition is addressed in regard to its influence on functional
abilities and limitations. Occupational therapy (OT) practitioners are uniquely positioned to
support this functional cognition cause through a focus on occupation-based and evidence-based
approaches to assessment and intervention. However, to do so effectively, OT practitioners
must be sure to use cognitive screening tools, assessment tools and intervention approaches that
are most appropriate to the populations they serve. Further, OT practitioners working in post-
acute care settings must have a working knowledge of the issue of functional cognition within
the context of health care reform’s focus on quality and positive client outcomes, recent
payment reform in skilled nursing and home health settings, and ongoing mandates to
standardize data elements in post-acute care (PAC) settings. With a focus on post-acute care
settings, this session will address considerations in identification of functional cognitive
deficits, selection of appropriate screening and assessment tools to determine occupational
performance for those with cognitive deficits, translation of findings into a meaningful and
individualized treatment plan and goals, and identification of clinical and administrative
challenges and solutions
Session H Virtual OT Behavioral Interventions
(Children & Youth)
Author(s) John Pagano, PhD, OTR/L
Objectives 1. Describe the unique behavioral challenges and opportunities of providing pediatric
occupational therapy virtual and hybrid services.
2. Practice occupational therapy consultation strategies that help teachers and direct care
motivate group pediatric clients through music, movement, self-massage, mindfulness,
meditation, sensory modulation, and Qi-Gong strategies.
3. Consultation procedures to help parents, teachers, and direct care staff manage complex
behavioral challenges.
Synopsis The recent coronavirus pandemic has forced many teachers, therapists, and allied health
practitioners to quickly transition to providing virtual and hybrid services. These new methods
have been particularly challenging for individuals with complex behavioral challenges
including intellectual, motivational, and developmental challenges. Some special needs children
and teens have dropped out of virtual learning and been too disruptive to include in-person as
part of hybrid events that are also being attended virtually.
This virtual workshop will demonstrate activities that can be done virtually that are motivating
and will reduce the possibility of individuals with behavioral challenges simply turning off their
computer. Virtual activities will be demonstrated that engage students in music, movement,
self-massage, mindfulness, meditation, sensory modulation, and Qi-Gong strategies. Not only
will the workshop be taught virtually but will include specific suggestions for being effective in
a virtual environment.
Finally, a consultation process will be taught using standardized and non-standardized
assessments that can be administered virtually to determine the function of a child or teen's
inappropriate behavior. Based on these assessments a form can be used to suggest specific
behavioral intervention strategies. This course will enable occupational therapists to better
transition to the new virtual environment that has been rapidly thrust upon us.
Session I The Development of a Free, Student-Led Group Clinic on A Telehealth Platform
(Education & Professional Issues)
Author(s) Carolyn Brown, OTD, OTR/L, Siobhan Kemple, OT/S & Micaela Galley, OTS
Objectives 1. At the conclusion of this short course, participants will be able to apply specialized
knowledge in a novel approach to occupational therapy telehealth program development
and intervention, for underserved individuals with neurological conditions.
132. At the conclusion of this short course, participants will be able to identify and discuss the
roles and responsibilities of the occupational therapy clinician and student in a student-led
telehealth program.
3. At the conclusion of this short course, participants will be able to synthesize evidence to
ensure best practices and to advocate for underserved patients experiencing healthcare
disparity
Synopsis Health care delivery has shifted during the COVID-19 pandemic, with a 154% increase in
telehealth visits (Koonin, Hoots, Tsang, Leroy, Farris, Jolly,Harris, 2020). Ancillary community
exercise programs remain closed or offer limited access. In addition, there is evidence that
individuals with disabilities are more likely to delay seeking medical treatment due to cost (Lee,
Hasnain-Wynia, & Lau, 2012) and to report unmet needs for medical care (Miller, Kirk, Kaiser,
& Glos, 2014). Achieving health equality and eliminating disparities are goals of Healthy
People 2030 (Office of Disease Prevention and Health Promotion, 2018). As the number of
underserved Americans climbs, there is a need for the creation of free, community telehealth
rehabilitation programs.
Student-led rehabilitation clinics are a method of in-person service-learning that provides a
clinical experience and a valuable service to underserved populations. Student-led clinics have a
positive effect on participant’s activity-based goals, physical, cognitive, and psychosocial
outcomes while also benefiting students’ communication skills, peer learning, and support
(Doherty, Dyer, Wilson, & RussellThomas, 2020) (Patterson, Fleming, Marshall, & Ninness,
2017). Student-led community telehealth programs could play an important role in expanding
access to healthcare, reducing disease exposure, and inspiring autonomy for underserved
individuals with chronic neurological conditions.
This course will introduce StrokeOT.com, a novel approach to student-led occupational therapy
(OT) programming. We will review supportive evidence of OT’s value in eliminating
healthcare disparities and the efficacy of student-led clinics. We will discuss the process of
developing website content adapted from the Lifestyle Redesign model, the integration of
student-led groups on a telehealth platform, and future sustainability. We will provide outcome
and intervention tools and practice program planning. Educational approaches will include
reflective discussion, interactive group activities, a case study of the OT student perspective,
and a case study based on the real-life experiences of an underinsured stroke survivor.
Session J Development of the Occupation-Based Practice Assessment (OBPA)
(Education & Professional Issues)
Author(s) Sarah Psillas, PhD, OTR/L, CEIS1 & Wendy Stav, PhD, OTR/L, FAOTA, SCDCM2
Objectives 1. Participants will explain the need to infuse occupation and determine the extent of use of
occupation in practice.
2. Participants will understand the four main constructs of occupation-based practice and how
they relate to one another by following the Dynamic Model of Occupation-Based Practice.
3. Participants will understand and be able to administer the Occupation-Based Practice
Assessment (OBPA) on example therapeutic interactions.
Synopsis Occupation is well established as health-promoting and an effective therapeutic medium
in occupational therapy practice. Despite the proven health and healing benefits of
occupation since the inception of the profession and through a multitude individual
studies and systematic reviews, there has not been consistent infusion of occupation into
practice due to a variety of barriers. Efforts to maximize the use of occupation in
occupational therapy practice requires a measurement tool to establish baselines and
capture change in practice. Using the Dynamic Model of Occupation-Based Practice as
a theoretical foundation, a new assessment tool, the Occupation-Based Practice
Assessment was developed to capture the extent of authentic occupation, meaningful
14and purposeful value, therapeutic intent, and engaged participation in each therapeutic
interaction with a client. The purpose of this assessment tool is to assist practitioners
and students to assess their baseline practice performance and monitor their professional
development to enhance the infusion of occupation into practice. Through this objective
instrument to measure practice, practitioners, students, administrators, and researchers
can facilitate increased use of occupation to align with the profession's core values,
promote the unique contribution of occupational therapy to healthcare, incorporate a
measure of occupation-centeredness into program evaluations, and operationalize the
abstract construct of occupation-based practice into a variable in research studies.
Poster Presentations (1.5 CEUs)
Poster 1 Supports and Barriers to Occupational Performance for Recent Immigrants from Latin America
Gösta Schlegel, MPS, OTR/L, CAPS, Kasey Barry, OTS, Brittany Carbone, OTS, Julia Cipriano, OTS,
Deborah Lang, OTS, Melissa McCarthy, OTS
Poster 2 Promoting Health and Wellness in Special Education High School Students
Ellen Martino, OTD, OTR/L, Danielle Bertolini, OTS, Sara Como, OTS, Laura Ingenito, OTS, Maggie
McKee, OTS
Poster 3 Enhancing Grocery Shopping Skills for Young Adults with Intellectual Disabilities
Joan Sauvigne-Kirsch Ed. D., OTR/L, Alyse Adamo, OTS, Jade Broussard, OTS, Caitlyn Buckley, OTS,
Kristina DeMarco, OTS, Allison Khouri, OTS
Poster 4 Development of Foster-Family Supports for Simply Smiles’ Children Village
Sharon McCloskey EdD, MBA OTR/L DipCOT, Hailey Alicki, OTS, Shannon Doyle, OTS, Maggie
McHale, OTS, Briana Mezzina, OTS, Emily Sgro, OTS
Poster 5 Promoting Play Opportunities in the Classroom through Group Training Series for Teachers
Serving Children Exposed to Adversity
Lola Halperin, EdD, OTR/L, Amiya Waldman Levi, PhD, OTR/L, Brianna Blair, OTS, Megan Mondon,
OTS, Kyra Phelan, OTS, Amanda Quiles, OTS, Liz Tejeda, OTS
Poster 6 Developing a Phone Application for Military Veterans with TBI and PTSD Short Session: Poster
Presentation
Lola Halperin, EdD, OTR/L, Jacob Betkowski, OTS, Grace Denio, OTS, Ashley Martinez, OTS
Poster 7 A Needs Assessment to Determine Factors Affecting Safe Discharge to Home from a Skilled Nursing
Facility
Mary-Ellen Johnson, OTD, MAHSM, OTR/L, Alexa Bruce, OTS, Briana Mancuso, OTS, Elizabeth Darin,
OTS, Emma Billett, OTS
Poster 8 Contingency Planning for COVID-19 Pandemic
Jody Bortone, EdD, OT/L, Cristy, Cardova-Villa, OTS, Kieran Morrissey, OTS, Lindsay Nolan, OTS,
Sangmin Rhim, OTS, & Teresa Salzillo, OTS
Poster 9 Impact of Online Study Tool on Student Learning in an Anatomy Course
Jaimee Hegge, OTD, OTR/L, CKTP, Melissa Azinheria, OTS, Sarah Carrington, OTS, Cassandra Gluck,
OTS, Hannah Mason, OTS, Evan Peck, OTS, & Haley Pendergast, OTS
Poster 10 Needs Assessment of Latin American Immigrant Caregivers of Children with Special Needs
Sheelagh Schlegel, DrHSc, MPH, CHES, OTR/L, CAPS, Taylor Benedict, COTA, MSOTS, Taylor Hughey,
MSOTS, Rebecca Schmidt, LSVT, MSOTS, & Olivia Tracy, MSOTS
152021 Awards Ceremony
Awards Presentation
Corrin Campbell, BS, COTA/L
ConnOTA President
Award of Merit: JOYCE RIOUX, EdD, OTR/L, SCSS, FAOTA
Award of Clinical Excellence: PEILUEN KUO, OTR/L
Fieldwork Educator of the Year: MEGHAN HOBOLD, COTA/L
Emerging Leader: KAILENE RAMPONE, COTA/L
Award of Service: KRISTEN DOWNER, OTR/L
Scholarship Recipients: KELLY RIORDAN, OTS & KELLEY HEERSCHAP, OTAS
Please join us in congratulating our 2021 winners!
Special Thanks to the Awards and Scholarship Review Committee:
Patricia Kronk
Yasmin Lynch
Lisa Patenaude
Kelly Pestey
Meghan Spielman Hobold
Michelle Tarantino
Also, please consider nominating one of your colleagues for our 2022 awards.
Nomination applications and award guidelines are available on our website at
www.connota.org.
16AWARD OF MERIT: JOYCE RIOUX, EdD, OTR/L, SCSS, FAOTA
Recognizes an individual who has demonstrated outstanding accomplishments in clinical practice, research, leadership or
innovation and whose body of work is considered exemplary and influential by peers.
“In addition to Joyce's work prior to the pandemic, she has led (and continues to lead) weekly COP meetings for
CT School OTs since the start of the pandemic. She provided steady guidance for all of us in a time of great
uncertainty. Joyce was able to refer us to the proper sources for information that helped us with our decisions
about OT services in unprecedented circumstances. Many of us work alone. Being able to brainstorm with
others under the guidance of Joyce was critical in our ability to maintain high quality OT service delivery.”
ConnOTA gratefully recognizes Joyce’s generous sharing of her leadership, time and talent, most notably
during this pandemic.
AWARD OF CLINICAL EXCELLENCE: PEILUEN KUO, OTR/L
For the demonstration of excellence, vision, and clinical expertise
Peiluen Kuo’s examples of clinical excellence were demonstrated most notably during this time of COVID 19.
“She has consistently gone above and beyond to help create opportunities for occupational therapy students,
opening creative level II internships. These efforts were diverse and included her splitting locations in
psychosocial, outpatient, orthopedics and inpatient rehab. She has also worked with the University to develop
innovative level I opportunities including non-traditional and scholarly project work as well as capstone
availability. In recognition and appreciation of all that Peiluen Kuo has contributed to the Profession through
her work and in honor of her devotion to the next generation of OT Practitioners”, the 2021 Award of Clinical
Excellence goes to Peiluen Kuo. Congratulations, Peiluen!
FIELDWORK EDUCATOR OF THE YEAR: MEGHAN HOBOLD, COTA/L
Recognizes the provision of exceptional fieldwork education by an OT Practitioner in fostering the growth and
development of future OT Practitioners
“I completed my fieldwork experience under Meghan’s supervision in the East Windsor School system, and my
rotation was completed entirely through a telehealth platform. One of the many things that amazed me most
about Meghan was her willingness to take fieldwork students during such unprecedented and unpredictable
times. Meghan’s ability to adapt to this “new normal” of life while still fostering growth and development in me
as a future practitioner was truly remarkable and deserves recognition. Throughout my eight-week experience
with Meghan, I not only gained crucial knowledge and experience regarding the telehealth pediatric setting, but
I also gained a new level of confidence in myself as an entry-level practitioner. Meghan’s ability to lead by
example, coupled with her ability to guide me in beginning to fly on my own, was exactly what I needed to
become the entry-level practitioner that I am today. The resources that Meghan provided and the feedback that I
gained from her allowed me to grow both professionally and personally. She is the type of fieldwork educator
that every student deserves to learn from.”
ConnOTA is thrilled to recognize a former recipient of the Emerging Leader Award with the 2021
Fieldwork Educator Award. Congratulations, Meghan!
17EMERGING LEADER AWARD: KAILENE RAMPONE, COTA/L
Recognizes a student of occupational therapy or a novice practitioner who has demonstrated outstanding leadership
within the profession of OT.
“Kailene has developed from an eager student into an enthusiastic, compassionate, resourceful, capable
practitioner, who is always willing to accept a challenge and offer a helping hand.
As a student member, she attended and participated in the Community of Practice for school-based therapists
and continues to do so post-graduation. She volunteered at Connota’s 2020 Spring and Fall conferences, and
regularly attends the monthly membership meetings. Expressing a desire to pursue a more active role within the
Association, she recently joined a sub-committee of Membership with the goal of enhancing membership
initiatives, inclusive of retaining student members as they transition to licensed practitioners.
Kailene’s exemplary performance in the academic and clinical environments enabled her to validate her
personal and professional commitment to the field of Occupational Therapy. Demonstrating the qualities of an
emerging leader within the profession of Occupational Therapy, Kailene has a genuine style that exudes her
confidence and competence while being friendly, enthusiastic and diplomatic.” We look to her future
achievements!
AWARD OF SERVICE: KRISTEN DOWNER, OTR/L
Recognizes an individual who has made significant contributions in advancing the mission and strategic goals of
ConnOTA and / or the practice of occupational therapy in Connecticut through community leadership or advocacy.
“Kristin has been an active contributor to the Statewide Occupational Therapy Community of Practice. She
poses thoughtful questions to guide discussions around best practice, shares resources and experiences from
practice, and digs in to further examine and share focused content that benefits the larger occupational therapy
community. During the summer, she joined a small task group to investigate best practice in conducting
evaluations during COVID. Her contributions were invaluable. She understands multiple perspectives--the
needs of the student and family, the needs of the district, and the needs of the evaluator. Her practical sense
making, sharing of knowledge, and ability to communicate her reasoning process has benefitted school
practitioners in how to conduct services under these unprecedented times. We are fortunate for her leadership,
advocacy, and can-do attitude.”
ConnOTA is proud to recognize the many contributions of Kristen Downer!
SCHOLARSHIP RECEPIENTS
OT SCHOLARSHIP RECIPIENT: KELLY RIORDAN, OTS
Kelly, a second semester student, was elected in the fall as the ConnOTA representative for the Student
Occupational Therapy Association at Sacred Heart University. In her first semester, Kelly had already begun to
make her mark, volunteering at ConnOTA’s fall conference, regularly attending the monthly membership
meetings, and has been instrumental in encouraging her peers to become active Association members. In
Kelly’s own words: “I look forward to the many more experiences I will have within ConnOTA throughout my
education and into my future practice.”
Kelly, ConnOTA shares your enthusiasm and wishes you great success in your academics and beyond.
18OTA SCHOLARSHIP RECIPIENT: KELLEY HEERSCHAP, OTAS
Kelley is President of the Manchester Community College Student Occupational Therapy Association and as
such, is the representative to ConnOTA’s monthly membership meetings. Kelley is currently completing her 4th
semester of academics and will be on Level II Fieldwork in the Fall 2021. Kelley noted in her scholarship
application: I began working in health care over 10 years ago and carried various titles along the way. I
researched many possible professions, until I discovered Occupational Therapy I am passionate about the
Profession and attempt to involve myself in every opportunity to soak up any knowledge the world of OT has to
offer. I take the privilege of being a part of caring for others very seriously, and I promise to always strive to
live up to my highest possible level of function as an Occupational Therapy practitioner.”
Kelley, All the best to you as you begin to prepare for your clinical semester and beyond!
19Raffle Prizes:
1-Year Membership
NBCOT Exam Study Pack (Choice of OTA or OTR)
Quick Reference Dictionary for Occupational Therapy (2 Copies)
Coffee Gift-Basket
Wine-Tasting for Two (3 prizes)
20State of CT Continuing Education Requirements
Did you know that pursuant to Connecticut General Statutes and the Regulations of Connecticut State Agencies (RSA),
each licensee applying for license renewal shall complete a minimum of 24 contact hours of qualifying continued
competency activity during the preceding two-year period for which the license is being renewed.
You may access the state guidelines at https://portal.ct.gov/DPH/Practitioner-Licensing--Investigations/Occupational-
Therapist/OT-Licensure-Requirements
Our goal is to provide a large part of CE requirements to members and non-members at an affordable rate while
staying close to home.
Sign up for our email list as a member to be the first to hear about upcoming Conferences and Special Interest Sections
events hosted throughout the year. Members attend for reduced rate for conferences and free for SIS sessions. All events
are regularly updated on the ConnOTA website.
______________________________________________________________________________________________
Volunteer Opportunities
A. Government Affairs Committee: (meeting today during lunch)
Contact: govaffairs@connota.org
B. Job Shadow Host: jobshadow@connota.org (find out more today and visit the ConnOTA table)
Want to share your knowledge and enthusiasm for OT with prospective Occupational Therapy
students? Work with ConnOTA to make the connection in as much or little time as you have! Meet
individually or at your workplace for patient observation sessions. Some suggestions to make this a
successful connection:
• Review general education required to become an Occupational Therapist/Assistant.
• Briefly orient individual to your facility/organization.
• Review privacy/HIPPA guidelines.
• Facilitate structured patient observation sessions with permission of client.
• Review other practice settings that an Occupational Therapist may work.
• Describe the benefits of participating in the state association (ConnOTA).
• Refer those shadowing to school web sites and AOTA for further information.
C. Mentorship: info@connota.org
Consider becoming (or obtaining) a mentor for learning, support, professional growth and guidance to
Occupational Therapy professionals and students who wish to expand their knowledge and skills in specific
areas of clinical practice.
21Special Thanks to our Conference Committee & Student
Volunteers!
See you for our Fall SIS Conference on November 6th!
If you would like to get more involved with ConnOTA,
please join us for our monthly membership meetings held
on the 3rd Monday of each month at 7pm via Zoom.
22The Connecticut Occupational Therapy Association expresses its gratitude to the
generosity of the following Sponsors:
*Keynote Sponsor*
23*Session Sponsors*
Session C Sponsor
Session E Sponsor
24Session C and Session F Sponsor
252021 ConnOTA Board Member Directory, Liaisons & Contacts
Board Members Name Email
President Corrin Campbell president@connota.org
Vice President Amy Burton vicepresident@connota.org
Treasurer Kristina Krsiak treasurer@connota.org
Secretary Gus Schlegel Gus.schlegel@gmail.com
Membership Co- Donna Sweeney membership@connota.org
Chairs Maggie Moriarty
Government Affairs Kate Keefe govaffairs@connota.org
Committee
Members
Member for Public Alicia Collazo socialmedia@connota.org
Affairs
Members for Sarah Guariglia professionaldevelopment@connota.org
Professional Michelle Forfa
Development Emma Daly
SIS Chair Donna Reed-Oliver sischair@connota.org
Morgan Villano
Historian Judith Sheehan josotr@aol.com
SIS Liaison Contacts
Productive Aging Tracy Van Oss tracy.vanoss@quinnipiac.edu
Mental Health Dennis Aptaker dennis.aptaker@quinnipiac.edu
Reimbursement, Tara Glennon tara.glennon@quinnipiac.edu
Administration, and
Management
Children and Youth Sharon McCloskey Mccloskeys@sacredheart.edu
Rehabilitation, Elizabeth Klockzo Elizabeth.kloczko@quinnipiac.edu
Disability, and
Participation
Technology Karen Majeski kmajeski@cheshire.k12.ct.usYou can also read
