AOTA

OT Practice magazine is known for providing timely, evidence-supported intervention ideas grounded in successful clinical experiences that cover the full range of clinical occupational therapy.

AOTA CE has created a new continuing education product that highlights two or more relevant OT Practice articles covering comparable topics. OT Practitioners will read the articles, consider the range of ideas presented, and integrate the information into their personal OT toolbox. The included multiple-choice assessment confirms understanding of the content and provides one hour of AOTA CEU credit.

 CE Credit:  .1 AOTA CEU (1 contact hour/1.25 NBCOT PDU)

This Practical Practice course focuses on the importance of creating social environments for our clients and ourselves as practitioners. Three OT Practice articles were chosen for this course, including: Building Blocks for Social Participation: Fostering Friendship and Collaboration Through Play-Based Clubs, The Breakfast Club: Enduring Lessons for Stronger School-Based Relationships, and Effecting Change in School-Based Practice: Fostering Social Inclusion in a Co-occupation Program.

The common denominator in these pieces is the recognition of the importance and power of social environments and their positive impact on typical children, children with differences, and OT practitioners within the school setting. Fostering Social Inclusion in a Co-occupation Program highlights the journey of an OT practitioner as they discovered the power of peer modeling and communication during therapy sessions with children. The lessons learned and the program developed blossomed into a transdisciplinary, school-wide system of support where the positive impact of social interaction (e.g., learning social norms, gaining an understanding of differences) was coupled with attention to specific IEP goals for the children receiving treatment.

Building Blocks for Social Participation describes the use of LEGO building clubs, an idea championed by neuropsychologist Daniel LeGoff, to address issues of social participation among children diagnosed with ASD. Clubs were established in an after-school program at a public school, a private school for children with special needs, and a graduate student-run clinic supervised by OT faculty. Typical children, including some siblings, assisted children who required help from cognitive, psychological, and motor perspectives. The group was found to be highly adaptable to the needs of participants. The article provides suggestions for adaptations as well as two case examples demonstrating the usefulness of the clubs as a therapeutic and enriching experience for all involved.

The Breakfast Club: Enduring Lessons for Stronger School-Based Relationships describes a multidisciplinary, school-based group created by OT, PT, and SLP practitioners during COVID. The group became a school-wide opportunity for students and staff to connect via the internet at the start of each school day. A curriculum was followed, with each discipline providing content within their area of expertise. The therapy practitioners found the experience rewarding and reassuring, demonstrating that even during a time of social isolation, processes could be put into place to allow normalized peer interaction. They also realized the power of interprofessional collaboration, which extends far beyond the COVID years.

Learning level:  Intermediate

Audience:  All OT and OTA Practitioners

Please remember that all AOTA courses expire one year from purchase--regardless of state of completion.  Please plan accordingly to avoid additional cost to re-open expired courses.