ENVIRONMENTAL MODIFICATION SPECIALTY CERTIFICATION Occupational Therapy Assistant Table of Contents: ACTIVITY EVIDENCE FORMS

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1 ENVIRONMENTAL MODIFICATION SPECIALTY CERTIFICATION Occupational Therapy Assistant Table of Contents: ACTIVITY EVIDENCE FORMS Below is one example for each type of form, not for each criterion. The examples are to help you understand how to complete each form, regardless of the criterion. The forms that are included are hyperlinked in the table of contents below. Please note that these are examples only to help guide you in the type of information to include. For many reflections, your style may be different; for example, more narrative or more bulleted. Note that unused forms (pages) are not included in this document. Please do the same with the final set of evidence forms you submit with your application. Criterion 1. Knowledge: Diagnostic Considerations Formal Learning-- Minimum 10 contact hours needed Independent Learning--Minimum 10 contact hours needed Publication Peer-Reviewed Criterion 2. Knowledge: Assessment Formal Learning--Minimum 10 contact hours needed Independent Learning--Minimum 10 contact hours needed Publication Peer-Reviewed Criterion 3. Knowledge: Intervention Formal Learning--Minimum 10 contact hours needed Independent Learning--Minimum 10 contact hours needed Publication Peer-Reviewed Criterion 4. Knowledge: Regulation & Payers Formal Learning--Minimum 3 contact hours needed Independent Learning--Minimum 3 contact hours needed Publication Peer-Reviewed Criterion 5. Assessment: Performance Skills Client-Based Case Study Mentee (does not include supervisory relationship) Self-Analysis of Video Recording Criterion 6. Intervention: Performance Skills Client-Based Case Study Mentee (does not include supervisory relationship) Self-Analysis of Video Recording Criterion 7. Intervention: Critical Reasoning Client-Based Case Study Formal Specialized Consultation for Intervention Mentee (does not include supervisory relationship) Program Development Research Criterion 8. Psychosocial Critical Reasoning Client-Based Case Study Formal Specialized Consultation for Psychosocial Mentee (does not include supervisory relationship) Program Development Research Criterion 9. Ethical Practice The 3 ethical practice scenarios are found within the application itself. Criterion 10. Establishes Networks Formal Specialized Consultation Marketing Activities Presentation Volunteer Leadership Criterion 11. Advocating for Change Advocacy Efforts Advocacy Case Study Presentation Public Awareness Efforts Volunteer Leadership The American Occupational Therapy Association, Inc. All rights reserved. 1

2 INDEPENDENT LEARNING Criterion 1 Knowledge: Diagnostic Considerations Demonstrates knowledge of primary and secondary conditions that impact occupational engagement related to environmental modification. Guidelines Minimum of 10 contact hours required. Multiple activities may be used to meet the hour requirement for the criterion. Learning must have occurred in the past 5 years. Please identify the type of independent learning activity in which you participated: Independent reading from AOTA-Approved Independent Learning List in environmental modification. X Independent reading of recent peer-reviewed, professional articles, or chapters in textbook not associated with a formal learning course. Independent review of professional electronic resources (e.g., NIH, CDC, CanChild). AOTA Journal Club Toolkit (reading & discussion time). Must be AOTA member to access the kit. AOTA Critically Appraised Paper (CAP, includes submission to the AOTA Evidence Exchange). 1. Why did you choose this activity? X Clinical reference for specific population, program, or individual Invited peer review of scholarly work or publication (print or online) Preparation for poster or presentation Preparation for academic lecture Literature review for research project Preparation for serving as a mentor Other, please specify: 2. Bibliography of select item(s) used for independent learning. List in APA format. Radomski, M.V. & Trombly-Latham, C.A. (Ed). (20XX).Occupational therapy for physical dysfunction, (6th ed). Philadelphia, PA: Lippincott, Williams, & Wilkins. Smith-Gabai, H. (20XX). Occupational Therapy in Acute Care. Bethesda, MD: AOTA Press 3. Date(s) of independent learning November 1, 20XX November 16, 20XX 4. Time spent engaged in independent learning. For reading, estimate 8 12 published pages/hour. Not required for AOTA-identified independent learning list of resources. For journal club, discussion time counts toward 10-hour requirement. 10 hours [cite chapters] The American Occupational Therapy Association, Inc. All rights reserved. 2

3 5. Describe the relevance of the independent learning activity to your practice in environmental modification. (average word guideline 200) As an occupational therapy practitioner it is vital to have a working knowledge of primary and secondary conditions that impact occupational engagement related to environmental modification. Smith-Gabai and Radomski & Trombly-Latham have chapters highlighting multiple conditions, with inclusion of disease etiology, as well as evaluation and intervention protocols. Independent reading is relevant for continued competency in working with a variety of clients who often have multiple primary and secondary conditions that impact performance. While working with clients in their natural environment it is crucial to understand the person, the disease, and possible impairment progression as well as psychosocial implications impacting a client and their family. This understanding can enhance the critical evaluation process, as well as possible environmental suggestions, based on each individual s needs and desires. 6. Describe how the knowledge acquired from this activity demonstrates knowledge of primary and secondary conditions that impact occupational engagement related to environmental modification. How did the activity influence the way you practice, or how did it affect your client outcomes? (average word guideline 200) Reading these chapters influenced the way I practice by increasing my understanding of diagnoses. This knowledge provides me with a different lens (than other professionals may use) concerning the evaluation process and intervention strategies that are useful when creating an environmental modification plan for a client and their family. This knowledge affects client outcomes positively, since by understanding disease progression, I am able to recommend environmental modifications that will enable a person and their family to ultimately foster independence both now and in the future. The American Occupational Therapy Association, Inc. All rights reserved. 3

4 Criterion 3 Knowledge: Intervention FORMAL LEARNING Demonstrates knowledge of relevant evidence specific to intervention relative to environmental modification. Guidelines Minimum of 10 contact hours required. Multiple activities may be used to meet the hour requirement for the criterion. Learning must have occurred in the past 5 years. Please identify the type of activity in which you participated: AOTA CE: Participation in Self-Paced Clinical Course or CE Product from the list of AOTA offerings approved for this certification. Completion of course will be verified by AOTA. Submission of additional documentation beyond this form not required. X Non-AOTA CE: Attending workshops, seminars, lectures, or professional conferences with formal established objectives. Participation in post-professional academic coursework. Attach unofficial transcript. 1. Activity information. Activity Title Provider/Instructor Activity Date(s) Accessible Schools through Universal Design: A Course for Rehabilitation Professionals Samantha Kidd Helper, MS, OTR/L, SCEM, CAPS May 3-4, 20XX No. of Contact Hours Activity Learning Objectives. List up to 5. A) Learn how to incorporate universal design principles into public and private school settings to optimize access and use of facilities by all. B) Identify potential funding sources for modifications to meet universal design standards. C) Identify multiple assessment tools appropriate for use in a school setting. D) E) The American Occupational Therapy Association, Inc. All rights reserved. 4

5 3. Describe the relevance of the activity to your practice in environmental modification. (average word guideline 200) This course was particularly appealing to me as it aligned with my current practice, as well as my emerging interest in Universal Design and environmental modifications. I have worked for most of my OT career as a school-based pediatric therapist and became interested over the past few years in expanding into the area of environmental modifications. The school where I work is in an older rural neighborhood, in a century-old building that literally started out as a little red schoolhouse. It has been remodeled several times but still had issues with limited accessibility. For example, our students who use wheelchairs were only able to enter the school through a single ramped doorway at the back of the building. The doors all had round knobs that were difficult to turn by anyone with hand weakness or limited range of motion. Drinking fountains were too high for many students to reach. Beige walls and surfaces made it difficult for those with visual impairments to locate their classrooms. I took this course with hopes of applying the information in a practical way to make our school more accessible, with the help of community fundraising. 4. Describe how the knowledge acquired from this activity Demonstrates knowledge of relevant evidence specific to intervention relative to environmental modification. How did the activity influence the way you practice, or how did it affect your client outcomes? (average word guideline 200) I took this course 4 years ago as I was beginning my involvement with environmental modification. It proved to be extremely valuable in providing assessment tools, as well as extensive resource lists for obtaining products and services related to universal design. It taught me a different way of looking at facilities, spaces and everyday objects with a more critical eye. For example, a light switch in my classroom is easy for me to reach, but what if I had severe shoulder arthritis? I am more cognizant of how things can be designed or altered to increase ease of use for the greatest number of people. One of the unexpected benefits of this course was the opportunity to network with others and find out what they had done or planned to do at their schools to increase accessibility, how they approached administrators to request modifications or funding, etc. When I returned from taking the course, I used some of the assessment tools to take a fresh look at our school to see what accessibility improvements could be made. I presented my ideas to the school administration, who suggested we enlist parents to help. Once the PTA became involved, things snowballed and we gathered a small army of interested parents and community members who wanted to pitch in. Some people donated money and others volunteered their skilled and unskilled labor. Over a period of 3 consecutive Saturdays, we made significant improvements in accessibility features at the school. These included an additional ramped entrance, widened front door, nonslip flooring surfaces, lever door handles, multi-level drinking fountains, and accentuated visual contrasts using paint and texture. This whole process inspired me to expand my practice into more home and community areas, including private consulting for environmental modifications. I also became more interested in public policy and took on a volunteer position on our local government s Accessibility Advisory Board. 5. Submit documentation that verifies completion of the activity, such as certificate of completion or unofficial transcript. Not required for AOTA courses. For this example, documentation is not included, but it should accompany this activity if submitted. The American Occupational Therapy Association, Inc. All rights reserved. 5

6 Criterion 4 Knowledge: Regulation & Payers PUBLICATION PEER-REVIEWED Demonstrates knowledge of laws and regulations relevant to environmental modification, including payer sources. Guidelines Examples of peer-reviewed publication include journals such as AJOT or OTJR. May include a chapter in an occupational therapy or related professional textbook, if chapter has gone through peer review (a process in which subject matter experts, using a formal system and defined guidelines, provide content guidance to an author and recommend publication, revision, or rejection of a work). 1. Submit APA reference for the publication. For in-press publication, also include a verification letter or identifying applicant and anticipated date of publication. Applicant, M.E. (20XX). Policies regarding accessible playgrounds. In J. Doe & S. Smith (Eds.), ABCs of Learning for Health Care Professionals (pp ). Anytown: General Publishers. 2. If applicant is not identified as first or second author, please describe your contribution/involvement in the development of the publication. (average word guideline 200) n/a Applicant sole author 3. Provide a reflection indicating why this publication was chosen to represent knowledge of laws and regulations relevant to environmental modification, including payer sources. (average word guideline 200) This publication outlines current regulations that apply to schools in terms of acquiring accessible playgrounds for children with disabilities. In order to write the chapter, I conducted a thorough review of current public polices and how they have evolved over time in supporting play for children with disabilities in public school settings. I selected this publication since it demonstrates my knowledge about how current public policies can be used to design accessible playgrounds. This publication also points out the challenges of providing accessible playgrounds under current regulations. The American Occupational Therapy Association, Inc. All rights reserved. 6

7 Criterion 6 Intervention: Performance Skills MENTORING RELATIONSHIP MENTEE In collaboration with the supervising occupational therapist, performs interventions that are unique to environmental modification while integrating impact of varying client factors and contexts. Guidelines Must represent a minimum of 10 hours over a minimum of 2 months. Does not include supervisory relationships. Relationship must have occurred in the past 5 years. 1. Dates of mentoring relationship April 17, 20XX - October 30, 20XX 2. Approximately how many hours did this represent in total? 35 hours 3. Applicant s goals for mentoring relationship. Goals must have been met by time of application. List no more than 3. A) Increase my repertoire of available interventions and therapeutic garden design skills that enable clients to engage in activities in non-traditional environments B) Increase my awareness and understanding of various garden environments in order to increase the diversity of contexts that can be used to optimize the occupational engagement of my clients. C) 4. Mentor Position/Role of Mentor Workplace of Mentor Contact Information for Mentor ( or phone number) Tom Greenthumb Professor of Landscape Architecture Garden State University tgreenthumb@ .com The American Occupational Therapy Association, Inc. All rights reserved. 7

8 5. State why the mentor was selected to help you meet the goals identified above relative to the criterion. (average word guideline 50) As a result of this mentoring relationship, I have gained design skills that, when combined with my OT skills, actively contribute to the creation of outdoor environments that best meet the occupational needs of my clients. My thorough understanding and integration of human and environmental factors enables me to work collaboratively with designers and planners to design therapeutic and healing gardens that have the capacity to foster active engagement or reengagement in work, leisure, and self-care skills. Due to this mentoring relationship, I now collaborate in the design of specialized outdoor environments, and my clients, as well as those of other allied health practitioner colleagues, are provided the unique opportunity to engage in traditional interventions in a meaningful, realistic, and often highly motivating non-traditional environment. 6. Briefly describe how the knowledge acquired from this mentoring activity influenced your service delivery with clients, specific to your ability to collaborate with the supervising occupational therapist and perform interventions that are unique to environmental modification while integrating impact of varying client factors and contexts. (average word guideline 200) As a result of this mentoring relationship, I have gained design skills that, when combined with my OT skills, actively contribute to the creation of outdoor environments that best meet the occupational needs of my clients. My thorough understanding and integration of human and environmental factors enables me to work collaboratively with designers and planners to design therapeutic and healing gardens that have the capacity to foster active engagement or reengagement in work, leisure, and self-care skills. Due to this mentoring relationship, I now collaborate in the design of specialized outdoor environments, and my clients, as well as those of other allied health practitioner colleagues, are provided the unique opportunity to engage in traditional interventions in a meaningful, realistic, and often highly motivating non-traditional environment. The American Occupational Therapy Association, Inc. All rights reserved. 8

9 Criterion 6 Intervention: Performance Skills SELF-ANALYSIS OF VIDEO RECORDING In collaboration with the supervising occupational therapist, performs interventions that are unique to environmental modification while integrating impact of varying client factors and contexts. Guidelines Submission of actual video recording is not required for application; however, appropriate permissions should be obtained by applicant whenever engaging a client in a video-taped session. 1. Age of Client 83 Client Diagnosis(es) Setting for Evaluation Date of Video Recording CHF, s/p Right THR Bluebird Hills Mobile Home Park, Movieland, CA July 6, 20XX 2. Provide a brief summary of the video contents and how it demonstrates your ability to collaborate with the supervising occupational therapist and perform interventions that are unique to environmental modification while integrating impact of varying client factors and contexts. (average word guideline 200) In this video, I am seen implementing a portion of a home safety/ environmental modification treatment plan, established by an OT on behalf of a private community philanthropic organization. The client in the video is an elderly woman who lives by herself in a double-wide mobile home. She had been recently discharged from the hospital after suffering a fall, hip fracture and subsequent THR. The first 5.5 minutes of the video focuses on my initial contact where I introduce myself and start to build a rapport with the client before beginning treatment intervention. Since the client still uses a wheelchair when she goes on extended outings, the OT had recommended a platform lift be installed at the mobile home s side entrance. The lift was in place by the time of my visit, but the client had not yet used it by herself. She had received brief instructions by the installers, but had been too fearful to attempt using it on her own prior to my visit. The remainder of the video shows me working with the client to familiarize her with the operation of the lift and increasing her skill and comfort level so that she felt confident in her ability to use it on her own. She appeared to have difficulty seeing the controls, and I facilitated her use of the lift by adding large, colorful labels to the control buttons making it easier for her to identify which button to push for each operation. The video illustrates how I was able to increase the client s confidence in using the lift safely and independently, by simplifying the instructions and putting her at ease through repeated practice. The American Occupational Therapy Association, Inc. All rights reserved. 9

10 3. After reviewing this video, describe the insights you gained, and reflect on how the analysis experience validated or supported change in your practice related to evaluation. (average word guideline 400) I have always believed that one of the strengths of an OTA is the therapeutic use of self in providing a safe haven for clients to feel secure that they are being heard, respected and properly cared for. I was pleased with how that skill came across in my ability to put this client at ease in just a few minutes before proceeding with my intervention. It became apparent to me at the time, and upon later reflection, that I could have benefitted from having more information about the client prior to my visit. The OT provided me with a copy of her assessment and recommendations that she had also given to the philanthropic organization funding the assessment; however, the standardized assessment was lacking in providing some of the client s medical history that would have been helpful for me to know in advance. For example, I was not aware that the client had cataracts that made it difficult for her to see small print like that found on the platform lift buttons. If I had spent more time speaking with the OT ahead of time to glean more details about the client s medical status, and not just relied on the written assessment, it would have made my intervention visit more efficient. I could have been better prepared to address the client s visual deficit when planning how I would train her in using the platform lift. In retrospect, and after reviewing the video, I feel validated in my intervention practice overall. After going through this analysis experience, I am more diligent in communicating directly with the referring OT prior to initiating an intervention to be sure that I have all the information I might need to best address the client s deficits. The American Occupational Therapy Association, Inc. All rights reserved. 10

11 Criterion 7 Intervention: Critical Reasoning PROGRAM DEVELOPMENT In collaboration with the supervising occupational therapist, selects, plans, and modifies interventions relative to environmental modification based on evidence and evaluation data. Guidelines Program development refers to the creation of a new program or development of an evolving program. 1. Dates of program development 02/09/20XX through 03/09/20XX 2. Briefly describe the program purpose, services offered, and clients served. (average word guideline 250) I was contracted to provide part-time (5-10 hours per week) OT services for Collaborative Effort to Reinforce Transition Success (C.E.R.T.S.), which is a non-profit activities day program for adults age 21 and over with severe multiple disabilities. Once I began working with C.E.R.T.S., I noticed several clients had difficulty actively participating in daily activities due to physical, visual, sensory-integration and/or cognitive limitations. The majority of the staff was mainly providing hand-over-hand assistance. I recognized there was a need for programming that incorporated assistive technology and environmental modifications in order to maximize clients active participation in daily activities. I developed a train-the-trainer program model to implement at C.E.R.T.S. I setup the environment around each activity center, including making available appropriate assistive technology, communication symbols, visual supports and other adaptations within the space for each activity to be completed. This assisted with ease of overall carryover. I also created a system of cards for each participant with information about the assistive technology, environmental modifications and strategies unique to that person. This ensured that all staff, new employees, and substitutes working with clients would be informed and up-to-date on each participant s needs. I provided staff with didactic and hands-on instructions on how to adapt/modify and set up the C.E.R.T.S. daily activities to maximize clients participation and independence during each activity. I also created an electronic matrix to keep updated information on each participant s access method, as well as adaptations and environmental modification strategies to be used for each activity throughout the day. This was updated monthly, as appropriate, by the occupational therapy practitioner The American Occupational Therapy Association, Inc. All rights reserved. 11

12 3. Describe how this program development activity, including description of resources used, demonstrates your ability to collaborate with the supervising occupational therapist to select, plan, and modify interventions relative to environmental modification based on evidence and evaluation data. (average word guideline 500) Through the use of the Person-Environment-Occupation (PEO) model and activity analysis, I determined appropriate supports and strategies for clients, as well as for each of the activities to be completed. This information was put on an electronic matrix document and updated via a monthly activity analysis completed by the occupational therapy practitioner. Since the program is a non-profit with limited funding, I wrote a grant to help obtain equipment that I identified would maximize clients ability to actively participate in the various C.E.R.T.S. activities, including art, photography, cooking, music/instruments, computer, gardening, salon, karaoke, bowling, Wii games, gym/races and community outings. It became apparent to me that it was important to work directly with clients and provide OT services, but it was equally important to provide education and hands-on training to the staff if I wanted to best meet client needs. I determined that a train-the-trainer model was needed since I only worked at C.E.R.T.S 5-10 hours per week and the staff would be working directly with clients the rest of the week. The initial presentation, hands-on activity lab, and subsequent hands-on training was a way to collaboratively work with the staff to not only review the OT service delivery, but also how this translates into their service delivery with clients throughout the day. I am more cognizant of the possible need to add extra training and consulting with teams, breaking down the training into understandable chunks of information, and to provide multiple opportunities for success and carryover. The executive director, as well as the program director, also participated in this program to further support staff carryover. The combination of the presentation, hands-on training, and the development of instructional materials for the staff proved to be effective with increasing carryover of use of assistive technologies and environmental supports during daily activities. The instructional materials given to the staff, as well as the matrix and client cards, provided information and resources on how to modify/adapt current daily planned activities to maximize occupational performance and participation. The guided practice and training enabled the team to problem-solve alternative solutions to meet individual client needs. The American Occupational Therapy Association, Inc. All rights reserved. 12

13 Criterion 8 Psychosocial Critical Reasoning CLIENT-BASED CASE STUDY In collaboration with the supervising occupational therapist, recognizes immediate and long-term implications of psychosocial issues related to conditions found in clients with environmental modification needs and modifies therapeutic approach and occupational therapy service delivery accordingly. Guidelines Client-based case study should not include any form of standard client documentation (e.g., evaluation summary, discharge plan) or identification of client name(s) or facility information. 1. Date(s) case study represents March 20XX 2. Describe the client, client factors, and case contexts for the identified case. The context of the case should be adequately communicated so that relevance and merit of the case to the criterion is easily determined. (average word guideline 500) HPI: 57 year old female with history of multiple sclerosis admitted with left lower extremity fracture during a transfer into the shower at home. Client now requires min assist with LE ADLs, max assist for transfers and is dependent with IADLs. Currently, strength, effort and energy are decreased secondary to medication and restrictions of LLE fracture is limiting independence with transfers, ADLs and IADLs. Client plans to have long leg cast on for 6-8 weeks. Prior History: Client lives alone in a single family home that she owns. She is on a fixed income and has a very large family in the area. Prior to fracture, client was independent in transfers and all ADLs and IADLs. The interior of the home is spacious for wheelchair mobility; however, the kitchen and bathroom is not wheelchair accessible. The client will have trouble getting in and out of the home due to multiple steps. Psychosocial: Client is currently pursuing an online accounting degree. She has to take the certification board in 2 months and wants to return home to continue studying and take the exam to receive the degree. Client is able to complete online work for class but feels that her new physical limitations will impede the process. Her long-term plan is to work from home once she receives her degree. She enjoys reading novels and mysteries, and staying in touch with friends virtually. She was a chef for 30 years and her goal is to return home to resume her passion for cooking and make meals for her 2 adult children to maintain her role as a mother. She is beginning to show signs of depression since she is unable to get in and out of her house to engage in social participation and community integration. Client needs to be able to transfer independently in order to safely return home to complete ADL and IADL activities, including her personal goal of making meals and completing course requirements for her online degree. She also needs to be able to get in and out of the house and complete ADLs and transfers on her own as she has done in the past. The American Occupational Therapy Association, Inc. All rights reserved. 13

14 3. Articulate how this case demonstrates your ability to collaborate with the supervising occupational therapist to recognize immediate and long-term implications of psychosocial issues related to conditions found in clients with environmental modification needs and modify therapeutic approach and occupational therapy service delivery accordingly. (average word guideline 500) This case demonstrates my ability to recognize immediate implications of psychosocial issues related to this client and the impact of environmental modification recommendations. In addition to planning for an optimal environment in her home, it was important for her to maintain her meaningful role as a student while she was at the inpatient setting. I created a client-centered plan to ensure she had computer with Internet access while she was waiting for transfer to home. I recommended home care services upon discharge, with a focus on safe transfers from the wheelchair to toilet/bed/favorite chair to empower her to perform ADLs and meaningful activities on her own and to feel more independent. This case demonstrates my ability to recognize long-term implications of psychosocial issues related to conditions found in clients related to environmental modification by recognizing and creating individualized recommendations due to the progression of the disease process. Recommendations included widening the doorway, adjustable height counters, stove, sink, and table in the kitchen for her to resume cooking and her role as a mother. In addition, recommendations for bathroom modifications included widening the doorway, a roll-in shower (for future use) or a bench seat for the near future when she is able to shower after the cast is removed, a wheelchair accessible bathroom sink, counters and storage spaces. Environmental changes can empower this client rather than requiring a caregiver to assist with ADLs in the future due to decreased accessibility and possibly limiting the client s self-worth. This case required me to modify the therapeutic approach and OT service delivery due to the nature of the disease process. My therapeutic use of self-enabled me to establish rapport to build trust, which in turn allowed me to address sensitive future planning. I was able to make personalized environmental recommendations that enabled this client to remain safe and independent while engaging in meaningful tasks and roles. The American Occupational Therapy Association, Inc. All rights reserved. 14

15 Criterion 10 Establishes Networks MARKETING ACTIVITIES Establishes and collaborates with referral sources and stakeholders to help the client and relevant others achieve outcomes that support health and participation in the area of environmental modification. Type of media used for marketing: (check all that apply) Presentation to potential referral source audience Presentation to potential clients Participation in community event such as health fairs X Speaking to community groups Development and dissemination of marketing materials (e.g., brochures, Web sites, podcasts) Participation in media interview (e.g., television news, newspaper) Other 1. Target Audience of Marketing Date(s) of Marketing Efforts Approximate Total Hours Engaged in Marketing Activity State Council for Persons with Disabilities represents people from different state agencies as well as consumer representatives and disability-related associations. 11/19/20XX 10 hours 2. Provide a brief summary of the marketing activity. (average word guideline 50) Recently our practice received multiple referrals to complete modification assessments for homes that already had one assessment, either completed by a contractor or Durable Medical Equipment provider with subsequent construction/installation completed, without input from an occupational therapy practitioner. Unfortunately these modifications were not usable by the client, and we were contracted to resolve the situations. In these scenarios, the consumer and/or agency paid for modifications that do not meet short or long-term needs and may also create a potentially unsafe environment. This is neither cost-effective nor client-centered. In an effort to generate awareness of this issue within my state, I created a short presentation on the importance and benefit of using occupational therapy practitioners specializing in environmental modifications to complete home accessibility assessments. This is particularly important when state or federal money is being allocated for such services. I contacted the State Council for Persons with Disabilities to discuss my concern regarding home accessibility assessments being performed by persons who are not occupational therapy practitioners. During the conversation, I inquired about attending one of their monthly meetings to present on this topic. The council was interested and scheduled me to speak. The content of the presentation included information on OT, assistive technology and environmental modifications. This presentation was an effort to increase awareness of the importance of occupational therapy s role on a home/environmental modifications team to ensure appropriate devices and modifications are recommended that will meet a client s short and long-term needs. One of the outcomes from this presentation was a request to duplicate this presentation for other state agencies and councils. A secondary benefit of networking and increasing awareness among stakeholders was the generation of a referral for a home accessibility assessment to be completed by my company. The American Occupational Therapy Association, Inc. All rights reserved. 15

16 3. Applicant s objectives for the marketing. List no more than 3. A) To initiate networking with state stakeholders in an effort to create awareness of the role of occupational therapy, as opposed to the contractor/remodeler/builder on the home/environmental modifications team. B) Create a dialogue with referral sources and stakeholders regarding the current state funding available for residents with disabilities, to be used for home/environmental modifications. The goal of this networking is to further strengthen stakeholders understanding of the importance of occupational therapy as part of the home/environmental modifications team in order to ensure appropriate recommendations, safeguarding the consumer, and proper funding for program cost-containment C) Create stakeholder and referral source awareness regarding occupational therapy s systematic approach and knowledge regarding feature-matching assistive technology products that best meet client needs for environmental modification projects. The goal of this networking is to illuminate the unique ability of occupational therapy as the professional of choice as well as a crucial player on the home modifications team, and to maximize client independence and participation in ADLs and meaningful activities within their home environment. 4. Describe how this marketing activity demonstrates how you establish and collaborate with referral sources and stakeholders to help the client and relevant others achieve outcomes that support health and participation in the area of environmental modification. (average word guideline 200) One of the outcomes from this presentation was a request to duplicate it for the state housing authority. The presentation highlighted the role of occupational therapy in home modification projects completed with state and federal funding. It also supported the use of occupational therapy practitioners for these projects to ensure that appropriate recommendations were being made to meet the homeowner s current and future needs, thereby safeguarding the consumer as well as ensuring cost-containment for the program. As a result, I had a follow-up meeting with the state housing authority representatives to discuss and collaborate how the state programs could integrate the use of an occupational therapy practitioner that specializes in environmental modifications within their current house rehabilitation process, thereby facilitating best client and program outcomes. The American Occupational Therapy Association, Inc. All rights reserved. 16

17 Criterion 10 Establishes Networks PRESENTATION Establishes and collaborates with referral sources and stakeholders to help the client and relevant others achieve outcomes that support health and participation in the area of environmental modification. Type of presentation: In-service to professionals Academic program lecture X Professional level workshop (e.g., state conference) Community 1. Presentation information. Title Target Audience Date and Time of Presentation Supporting Successful Aging in Place with Environmental Modifications Other professionals that provide services to older adults mixed audience including health care professionals and others XX 1.5 hour presentation with 5 hours preparation 2. Brief description of the presentation, including content focus. (average word guideline 50) Occupational therapy practitioners have an expanding role in helping the aging population live safely at home. Occupational needs of clients are best met through a combination of assistive technology and environmental modifications facilitated by the holistic focus of OT, and Aging in Place (AIP) is thus promoted. Through this course, I instructed the group in AIP and Universal Design principles, the benefits of AIP environmental modifications to meet the needs of a diverse aging population, and the role of OT in a variety of AIP home modification settings. 3. Applicant s objectives for networking. Objectives must have been met by time of application. Please list no more than 3. A) Increase awareness of other stakeholders regarding the role of OT in environmental modifications to support aging in place B) To promote my company s environmental modification services as a means to build a referral base. C) To promote OT as an integral player on the environmental modifications team and the go-to profession for determining appropriate environmental modification solutions for older adults to maximize outcomes for aging in place. The American Occupational Therapy Association, Inc. All rights reserved. 17

18 4. Describe how networks were established or strengthened through this presentation and any changes which have occurred as a result of your presentation. (average word guideline 200) From this presentation, I was able to meet and network with a variety of professionals that provide services to older adults. Some of these services I was already aware of, while others I was learning about for the first time. This is important as I am now able to educate my clients about available local and national services to meet their needs for aging in place. After the presentation, I had the opportunity to network with attendees. I met many local service providers who sent referrals to my company to provide environmental modification assessments along with other opportunities that I would not otherwise have been afforded. Networking with the attendees also strengthened the importance of having an occupational therapy practitioner on the home/environmental modifications team instead of having an assessment done solely by a contractor. This promotes our profession and safeguards the consumer. The American Occupational Therapy Association, Inc. All rights reserved. 18

19 Criterion 10 Establishes Networks VOLUNTEER LEADERSHIP Establishes and collaborates with referral sources and stakeholders to help the client and relevant others achieve outcomes that support health and participation in the area of environmental modification. Guidelines Service with a local, state, national, or international agency or organization that has relevance to the certification area. Minimum of 25 hours for at least 1 year. 1. Name of organization Architecture Academy 2. Dates of service January 1, 20XX- December 31, 20XX 3. Approximate number of hours of service Identification of the volunteer leadership role served (must be leadership in nature, e.g., officer, chair, committee member, board member) Committee member 5. Describe how this leadership activity helped you establish and collaborate with referral sources and stakeholders to help the client and relevant others achieve outcomes that support health and participation in the area of environmental modification. (average word guideline 200) I was invited to serve as the only healthcare practitioner on a committee tasked to develop the mission and curriculum for a Certificate in Healthcare Design at Architecture Academy. The other committee members consisted of Architecture Academy faculty and community-based designers. The committee established that the purpose of the certificate was to offer students at Architecture Academy the opportunity to supplement their knowledge of interior, exterior, and landscape architecture with a deeper understanding and ability to address specialized needs associated with design of client-centered healthcare facilities such as hospitals, clinics, and nursing facilities. While the primary task was to develop a certificate for Architecture Academy, an important objective for me was to introduce to my architectural and landscape design colleagues the role OT has in healthcare facility design. As an occupational therapy practitioner, I am able to bring my client-centered perspective and help the committee appreciate the importance of end-user design and establishing collaborative relationships with occupational therapy practitioners as an integral part of the design process. This knowledge of OT empowers students to involve occupational therapy practitioners more frequently in healthcare design projects. This volunteer activity was an exciting and unique collaboration that enabled me to promote and advocate for OT with a variety of potential referral sources and stakeholders for the lifetime of the certification. The American Occupational Therapy Association, Inc. All rights reserved. 19

20 ADVOCACY EFFORTS Criterion 11 Advocating for Change Influences services for clients (person, organization, population) relative to environmental modification through independent or collaborative education or advocacy activities. Guidelines Active involvement in or facilitation of advocacy activities at the local, regional, state, or national level for the purpose of influencing decision-makers about policy, procedures, services, reimbursement, or occupational justice issues. Merely serving as a participant does not constitute advocacy efforts. Minimum of 10 hours over at least 2 months. Type of advocacy activity: (check all that apply) Development and dissemination of advocacy materials (e.g., letters, brochures, Web sites, podcasts) Lobbying to/education for policy-makers X Organizer of community event (e.g., fundraising, health fair) Subject expert in media interview (e.g., radio, television news, newspaper) X Presentation to stakeholder Other 1. Description of Activity Target Audience Date(s) Organizer of the Central Florida Aging in Place Education Seminar Presenter/Panelist for 1 st Annual Aging in Place Statewide Housing Summit Contractors, Interior Designers, Senior Service Providers, Local Philanthropic Funders, Therapists, Health Care Administrators National, State and Local Housing and Government Officials January - October 18, 20XX May 11, 20XX No. of Hours Involved 10 hours 5 hours 2. Applicant s objectives for advocating for change. List no more than 3. A) Increase awareness within the senior housing and senior service provider community of the important role of OT within the area of environmental modifications for aging in place. B) Advance the dialogue between health care professionals, housing designers and policy makers to increase the use of OT practitioners in the area of housing and aging in place programs. C) The American Occupational Therapy Association, Inc. All rights reserved. 20

21 3. Discuss the results, outcomes, or progress toward change affected by this advocacy effort that demonstrates how you influence services for clients (person, organization, population) relative to environmental modification through independent or collaborative education or advocacy activities. (average word guideline 350) One of the many ways to promote health and wellness in the practice of environmental modifications is to teach the role of OT. While presenting at the 5th Annual Aging in Place Educational seminar in October of 20XX, I communicated the importance of advancing dialogue between OT practitioners and home builders. The presentation included Roundtable Designing, where OT practitioners were partnered with interior designers and contractors at the event to create an ideal home model based on a medical case study. The result of this dialogue led to the designing and building of an actual home supported by the Florida State Department of Elder Affairs. I was asked to take part in the review of the house plans prior to completion, thereby increasing awareness of OT in the home design process. Another notable outcome was with local government attendees at the seminar, including the Mayor, who were inspired by the seminar and felt aging in place needed to be taught at a state level. Members of the state event planning committee asked me to help plan the 1st Annual Statewide Aging in Place Housing Summit and sit on the expert panel with the Chief Executive Officer of the Center for Housing Policy in Washington, DC. There I discussed the role of OT within aging in place, how it advances health in the home and community, and its association with occupational justice. I have maintained a relationship with the CEO and hope for ongoing collaboration with the OT profession. These collaborative activities represent how I advocate for and influence awareness of the importance of OT as part of the environmental modification team for aging in place. The American Occupational Therapy Association, Inc. All rights reserved. 21

22 Criterion 11 Advocating for Change PUBLIC AWARENESS EFFORTS Influences services for clients (person, organization, population) relative to environmental modification through independent or collaborative education or advocacy activities. Guidelines Development of public awareness media for a broad audience to promote topic(s) relevant to the specialty area. Type of media developed: (check all that apply) Presentation to potential referral source audience Presentation to potential clients Participation in community event, such as health fairs Speaking to community groups Development and dissemination of marketing materials (e.g., brochures, Web sites, podcasts) X Participation in media interview (e.g., television news, newspaper) Other 1. Target audience(s) of public awareness. Target Audience of Public Awareness Efforts Parents, caregivers, local community Date(s) of Public Awareness Activity Approximate Total Hours Engaged in Public Awareness Activity(ies) 20 May 23, 20XX 2. Brief Summary of the Public Awareness Message (average word guideline 50) To educate the community about environmental modifications and safety for school age children who walk to and from school. 3. Applicant s objectives for advocacy/change. List no more than 3. A) To enhance safety and occupational participation of elementary school children through community environmental modifications. B) To educate community members about the role of OT in community environmental modification. C) The American Occupational Therapy Association, Inc. All rights reserved. 22