Rita P. Fleming-Castaldy’s research while affiliated with University of Scranton and other places

Objective: The study examined the efficacy of an interprofessional information and historical literacy project implemented by an occupational therapy educator and a librarian. Methods: A graduate course was revised to include information and historical literacy objectives and instruction. A course-specific questionnaire administered on the first and last day of class, assignment grades, and course evaluations provided measures of project outcomes for six years. Differences between questionnaire pre- and post-test means were determined using t-tests. Course evaluation comments were analyzed to obtain qualitative perceptions. Results: A significant difference (p

Historical literacy capstone project criteria and grading rubric

Information and historical literacy learning objectives and instructional methods

Contents of the leadership in occupational therapy online research guide

Research supports the importance of occupational role engagement for people living with human immunodeficiency virus and acquired immunodeficiency syndrome. This qualitative Delphi study obtained the perspectives of participants in a community-based program for persons living with human immunodeficiency virus/acquired immunodeficiency syndrome about their resumption of productive occupations. Data analysis revealed four themes of self-worth, finances, health, and social systems. Within each theme, motivators, obstacles, and supports were identified. These findings can be used to guide occupational therapy practitioners working with persons living with human immunodeficiency virus/acquired immunodeficiency syndrome to facilitate supports, surmount barriers, and empower persons living with human immunodeficiency virus/acquired immunodeficiency syndrome to resume and retain desired and meaningful occupational roles.

This article describes the development and use of the Self-Assessment of Role-performance and activities of daily living Abilities (SARA™), a standardized client-centered index of functional abilities. Developed in four phases, this article describes the initial development, pilot testing and revision, examination of psychometric properties, and finalization. Pilot studies found the SARA™ to be reliable, valid, and responsive to change. The use of the SARA™ in clinical practice and for outcome monitoring promotes client-centered goal setting and client-valued rehabilitation. It is a viable alternative to deficit-focused measures. The SARA™ is a promising new tool that warrants increased utilization and further research.

Background: Client-centred practice is often eclipsed by social, economic, and political inequities. Ignoring these realities obstructs clients’ goal attainment. Objectives: The author advocates for the integration of a macro perspective inclusive of participation barriers and supports in occupational therapy curricula and seeks to motivate educators to adopt teaching approaches that develop students’ abilities to address the complexities of client-centred practice. Method: This article integrates a critical analysis of the literature on client-centred practice with reflexivity on disability studies and autoethnography. Findings: Educational standards require students to learn about the social, economic, and political contexts that impact on client-centred practice and the need for advocacy to enable participation. Theoretical support of a macro perspective for client-centred practice is strongly evident in the literature. Information on methods for teaching students how to actualize these concepts in practice is scant. Thus, strategies to inform the integration of a macro perspective into curricula and concrete activities to develop students’ competencies for empowered client-centred practice are required. Conclusion: Educators have an ethical responsibility to critique their pedagogy to determine whether they are adequately preparing students for client-centred practice. The focus must move from teaching a micro perspective of client-centred practice to a macro perspective that enables occupational justice and empowerment.

The participation of students with disabilities in the Individualized Transition Program (ITP) is mandated, yet their active involvement is often lacking. The published research on the perspectives of students about transition is scant. This qualitative study sought to address this research gap by answering the question: “What are the perceptions of a high school senior with a physical disability of the ITP and the transition to post-secondary life?” Multiple interviews were used to collect the data. Responses were audiotaped, transcribed, and analyzed using the constant-comparison method. Trustworthiness was enhanced by using the strategies of credibility, transferability, dependability, and confirmability. Three main themes—self-determination, self-confidence, and trusting relationships—emerged from the data. A sub-theme of encouragement from the participant's mother and educators was evident in each main theme. The participant's reported resilience and self-confidence contributed to her high school achievements and positive perception about her abilities entering post-secondary life. Active involvement of the student with a disability is critically important for the development of a self-determined transition plan. The competencies developed during a student-directed transition planning process can help students with disabilities implement their established plan for an adult life of their choosing.

The occupational therapy profession has put forth a vision for evidence-based practice. Although many practitioners express a commitment to the provision of services informed by evidence, the reality that tradition still determines much of our education, certification, and practice cannot be ignored. In this article, we highlight the disconnect between the profession's aspirations and actual practices using neurophysiological models as an example. We describe actions to actualize the shift from traditional interventions to evidence-based approaches. We challenge readers to become agents of change and facilitate a culture shift to a profession informed by evidence. It is our hope that this article will provoke critical discourse among educators, practitioners, authors, and editors about why a reluctance to let go of unsubstantiated traditions and a hesitancy to embrace scientific evidence exist. A shift to providing evidence-based occupational therapy will enable us to meet the objectives of the Centennial Vision.

This qualitative study obtained the viewpoints of four women with spinal cord injury about the meaning of active recreation in their lives. Using the constant comparison method, common points of view were revealed within the narratives, leading to the finding that active recreation contributed to a positive self-concept. This facilitated the reconstruction of participants' identities as fit, confident, and social women actively engaged in their communities. Since participation in active recreation was found to be important to the self-identity of women who value physical activity, integrating this role into occupational therapy can facilitate the recovery of a desired self.