This course is designed to inform listeners about what delirium is, why it is important, how to identify it, and what evidence-based conservative interventions exist which rehabilitation professionals can utilize to address delirium. This course specifically discusses how occupational therapists have a unique and essential role in addressing delirium.
In this course, the presenters discuss an interdisciplinary approach to home modifications research.
The course is an introduction to tic disorders and Tourette Syndrome. Using evidenced-based interventions, occupational therapists have a unique role in improving occupational functioning and improving quality of life for both children and adults living with tics in a variety of clinical settings. In this course, you will learn the symptoms of tic disorders, be introduced to the highly evidenced-based intervention(s) and provided with numerous resources to improve your clinical practice.
This course will provide an overview of cancer, cancer statistics, characteristics of cancer cells, cancer causes, risk factors, and symptoms, cancer types, diagnosis and staging, and treatment.
In this course, the author summarizes the development, use and clinical utility of the Fitness-to-Drive Screening Short-Form for identifying at-risk older drivers. Specifically, this training will examine the measure’s purpose, use, validity and reliability, development, and validation.
In this course, the author provides an overview of older adults’ transportation needs, the potential benefit of autonomous vehicle technology (AVT) to their health and safety, and results from a study conducted to determine older adults’ perception before and after being exposed to AVT (i.e. a driving simulator driving in autonomous mode and an automated shuttle). The presentation highlights implications for practice, policy and research.
In this course, the instructor provides an overview of motivational interviewing, originally introduced by William Miler and Stephen Rollnick in 1983. The instructor will evidence supporting motivational interviewing and application to Occupational Therapy.
To enable family members or friends, in the USA and Canada, to detect at-risk older drivers, Dr. Classen and colleagues, developed and tested the Fitness-to-Drive Screening Measure (FTDS), a user friendly on-line tool http://fitnesstodrive.phhp.ufl.edu/. Family members, caregivers, or friends who had driven with the driver in the last three months, may rate the drivers’ difficulties by completing 54 screening questions. After completing the questions a keyform, or rating profile, of each driver is produced which includes a classification of the driver into one of three categories: at-risk driver, routine driver, or accomplished driver. Based on the specific driver category, recommendations-- the logical next steps for family members, friends or clinicians-- are suggested for each driver. These recommendations entail guidelines for continued fitness to drive, seeking interventions, or starting conversations about stopping driving. The FTDS has been translated into Japanese and Korean with demonstrated psychometric support for the Korean version. A shorter version has been developed (32 items) with excellent predictive validity of fitness to drive outcomes. This course will discuss each of these core activities and apply content information to an actual case study.
In this course, the author provides an overview of life care planning as a case management tool for occupational therapy practitioners as well as other rehabilitation professionals. Definitions and roles for life care planning are included. The training also includes an overview of the methodology associated with life care planning practice.
Based on the People-Environment-Occupation-Performance (PEOP) Model and evidence-based human factors principles, the SAFE framework offers a structured approach to clinically reason a safe practice routine for students and practitioners. This course presents the background of the program and the critical reasoning framework itself. It describes how teaching methodology based in adult learning theory was used to positively change safety behaviors and facilitate culture change. Results from the program outcomes study are reviewed.
