Rehabilitation and Therapy Commons^™

Errors: Friend Or Foe? The Use Of Errorless Or Trial And Error Learning Strategies In Occupational Therapy Practice When Re-Learning Daily Activities, Jasmine Evans, Alison Guajardo, April Millar

School of Occupational Therapy Master's Capstone Projects (2016-2021)

We examined literature, within a 20-year period, regarding whether errorless learning strategies or trial and error strategies are more effective for adult patients, with a diagnosis of cerebrovascular accident (CVA) or cognitive deficit, when learning instrumental activities of daily living (IADL) and activities of daily living (ADL). We conducted this in collaboration with Hannah Baldwin, a local practitioner working in an acute care setting, at Swedish Medical Center, in Seattle. The results did not reveal overwhelming evidence to support either strategy, however, we were able to make recommendations within specific situations and for specific diagnoses. Generally, there are a greater …

Assistive Technology Options For Individuals With Quadriplegia, Bri Brown Ots, Natalie Geisler Ots, Hannah Terranova Ots

School of Occupational Therapy Master's Capstone Projects (2016-2021)

This project was undertaken in collaboration with Sonia Nurkse, MOT, OTR/L and Bridget Tanner, MSOT, OTR/L, two occupational therapists working on the inpatient rehabilitation unit at MultiCare Good Samaritan Hospital in Puyallup, Washington. A systematic review of the literature was conducted to answer the question, “What are the most effective, up-to-date, and user-friendly assistive technology options to support individuals with quadriplegia in functional tasks?” Five databases were searched and through screening and careful review, 19 articles were selected for critical appraisal. Due to the wide variety of devices, some commercially available and other prototypes, we were unable to compare them …

Occupational Therapy Handwriting Interventions On A Systems-Level, Megan Buckingham, Shelby Goodfellow, Catherine Hannan

School of Occupational Therapy Master's Capstone Projects (2016-2021)

Julie Anderson, DrOT, OTR/L, is an occupational therapist in the Puyallup School District who works with elementary aged students. For this project, Dr. Anderson worked as the primary collaborator with occupational therapy students to answer the question: What is the evidence that occupational therapy interventions at a systems-level improve student's academic performance and skill development outcomes, such as handwriting, in elementary age students with and without disabilities? The results of this descriptive study indicate strong evidence that systems-level interventions, involving an occupational therapist, in a school setting improve at least one area of a student’s skill development. Additionally, any consistent …

Challenges Facing Young Adults With Complex Communication Needs Entering The Adult Health Care System, Molly Stark, Christabelle Francis

School of Occupational Therapy Master's Capstone Projects (2016-2021)

Barbara Abbott, PhD, OTR/L is a school-based occupational therapist currently working with students grades K-12 in four schools in Kent, WA. The purpose of our project was to identify the most effective service delivery models and/or components of interventions for young adults with complex communication needs to understand their health information. We conducted a systematic review to critically appraise literature published between the years of 1990-2018 to address our research question. Our research yielded a total of seven qualitative and 12 quantitative studies to address our research question. Qualitative data found that individuals with complex communication needs (CCN) experience significant …

Using The Copm With Veterans Who Have Sustained A Stroke, Jolene Fujita, Kimberly Low, Keili Maldonado, Mikayla Wrolstad

School of Occupational Therapy Master's Capstone Projects (2016-2021)

The authors collaborated with Mary Matthews-Brownell, OTR/L at the American Lake Veterans Affairs (VA). Our research question was, “What evidence is there to support best practices for veteran re-engagement in meaningful activities to promote overall quality of life for veterans who have sustained a stroke?” In response to Mary’s specific interest in the research supporting the use of the Canadian Occupational Performance Measure (COPM) and her desire to have concrete data to support her intervention outcomes, we chose to host an in-service on the use of the COPM for the occupational therapists at the VA.

To monitor the impact of …

Effect Of Occupation-Based Curriculum On Self-Determination For Young Adults With Disabilities, Nicole Gotelli, Spencer Perry

School of Occupational Therapy Master's Capstone Projects (2016-2021)

Dr. Barbara Abbott, an occupational therapist who managed The Outreach Program (TOP) for the Kent, WA, school district, requested University of Puget Sound occupational therapy graduate students to research the following question: “What is the effectiveness of occupation-based interventions in comparison to traditional instruction for increasing self-determination in young adults with various disabilities?” A literature review was conducted using seven databases to find the available evidence regarding use of occupation-based curricula to impact self-determination of post-secondary adults with disabilities. Due to the emerging nature of the topic, limited evidence was found. However, the findings revealed that both occupation-based and direct …

Outcomes Of Service Delivery Models In School-Based Therapies, Nicholas Kasovac, Daniel Krupicka, Katherine Woodworth, Maryann Zmuda

School of Occupational Therapy Master's Capstone Projects (2016-2021)

Kristin Brubaker, a licensed occupational therapist in the University Place School District, proposed the following question to a student research team: “What are the student, therapist, and teacher outcomes of different school-based service delivery models?” Following a review of 22 articles with qualitative and quantitative methods, studies were grouped into three categories of school-based service delivery models: collaborative-consultative, mixed, and direct. Research demonstrated that collaborative-consultative service delivery models provide positive outcomes such as stronger relationships between therapists and teachers, opportunities for therapists to implement and adapt intervention techniques within the classroom, increased effectiveness in teaching strategies, and improved academic skills …

Efficacy Of Evidence-Based Exercise As A Treatment For Breast Cancer Related Lymphedema, Eric Kartevold, Katrina Maañao Perez, Malcolm Reed

School of Occupational Therapy Master's Capstone Projects (2016-2021)

Breast cancer related lymphedema (BCRL) of the upper extremity is a frequent sequela following axillary node dissection (AND). A recent meta-analysis by Gillespie et al. (2018), suggested a 21.4% incidence of chronic arm edema post breast cancer intervention. Gillespie et al. (2018) explained that because of a lack of diagnostic criteria for BCRL, incidence reports varied widely from less than 5% to over 50%.

The purpose of this review was to determine the efficacy of exercise in the self-management of BCRL, including the types and frequency of exercise. Protocols from 24 articles on the self-management of BCRL, including exercise as …

Biopsychosocial Factors That Hinders And/Or Facilitate Successful Return To Work: A Review Of Literature And Knowledge Of Translation, Natacha Chimenti, Lianna Wong

School of Occupational Therapy Master's Capstone Projects (2016-2021)

Two community practitioners collaborated with the University of Puget Sound Occupational Therapy program and submitted the following clinical question: “What bio/psycho/social factors have been identified to hinder and/or facilitate successful return to work in addition to traditional work hardening/conditioning intervention for adults?” A literature review discovered 47 articles ranging from systematic reviews, descriptive, qualitative, outcome, and experimental studies. Evidence was synthesized by two reviewers into a critically appraised topic (CAT). Numerous facilitating (job satisfaction, employment accommodation, social support, multidisciplinary approach) and hindering factors (social isolation, depression, pain, self-perceived disability) were identified affecting one’s ability to return to work after various …

Pip/Dip Joint Capsule Stiffness: Current Evidence For Effective Interventions, Chloe Mcnutt Ots, Nicole Nguyen Ots, Ciara Caldwell Ots

School of Occupational Therapy Master's Capstone Projects (2016-2021)

This research aimed to identify and analyze intervention approaches to remediate Proximal and Distal Interphalangeal (PIP/DIP) joint capsule stiffness and was performed to inform practice of hand therapists in an outpatient occupational therapy (OT) clinic. The treatment protocols were analyzed according to practicality for the practice and overall efficacy. Ten databases were searched to collect appropriate data based on a specific predetermined list of search terms. Articles were examined against specific inclusion and exclusion criteria, and sixteen were eventually selected for analysis. Six different intervention strategies emerged from the research including occupation-based practice, electromagnetotherapy, technology-assisted therapy, orthoses, and preparatory methods/modalities. …

Social Emotional Learning Strategies For Students In Self-Contained Classrooms: A Systematic Review And Quick Reference Guide For Evidence-Informed Curricula Selection, Amelia Jones, Paige Kensil, Jared Peltzman, Erica Petru

School of Occupational Therapy Master's Capstone Projects (2016-2021)

This research project was conducted in collaboration with Heather Austin, OTR/L and the Puyallup School District. Through discussion with Heather, we determined that there is a need to study the efficacy of social-emotional learning (SEL) curricula for children with severe disabilities who often do not receive the same comprehensive SEL instruction as their peers in general education classrooms. A mixed-methods systematic review of the literature was conducted on strategies and interventions for SEL for students ages 3-12 years old in classrooms that serve students with severe disabilities. We analyzed 19 articles published in peer-reviewed journals by reviewing each for statistically …