This evidence-based introductory course is the first of three courses that address driver training, rehabilitation and mobility. This introduction provides a foundation for both the occupational therapy generalist seeking competency in client referral to a driving specialist as well as background for the professional striving to become a driving specialist. The two science-based follow-up courses, one on screening and evaluation methodology and one addressing intervention strategies, allow the learner to gain a greater depth of knowledge and skills in driver rehabilitation and mobility. The courses may be taken individually or together, based on the learner's needs.
The second of three courses addressing driver training, rehabilitation, and mobility, this evidence-based course presents the elements of a comprehensive driving evaluation: the client history, assessment tool selection, clinical assessment, on-the-road assessment, driver counseling, and documentation. The course will assist the learner in integrating data from the history and clinical assessment components to prepare for the on-the-road assessment and will discuss how to present findings and recommendations to the client.
The third of three courses addressing driver training, rehabilitation, and mobility, this evidence-based course presents the elements of therapeutic intervention: planning, goal writing, and selection and implementation of intervention approaches to create or promote, establish or restore, retain, modify, or prevent deterioration of occupational performance. The course will assist the learner in the selection, prescription, and installation of adaptive equipment, and the modification of occupational performance, context, and activity demands. Education and training of the driver, outcome monitoring, and discharge planning are discussed.
How do occupational therapy practitioners who are not specialized in driving assessment and intervention determine if a client needs a driving evaluation? This presentation provides an overview of crash related statistics pertaining to adolescents, adults, and older adults, and a focus on the driving performance skills important for safe driving. It then presents ways for the generalist practitioner to identify at-risk drivers by utilizing screening tests already being used in the clinic. In so doing the generalist may intervene to improve the basic performance skills or to make appropriate referrals.
In this course, the authors introduce the crash statistics and characteristics of teens in general, as well as those with ADHD and ASD. Using clinical tests, driving performance videos of teens in a driving simulator, and statistical analysis, the authors propose indicators of readiness to drive for teens at large, and for those with ADHD and/or ASD.
In this course, readiness to drive is assessed for a teen with a dual diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) compared to a healthy control, using indicators such as medical history, clinical testing, life skills, and simulated driving performance results. Using this case study and a decision tree, the author interprets how these indicators can guide a therapist to determine readiness for driving. The course also explores how to prepare teens, not yet ready to drive, for independence in community mobility and future driving.
In order to safely and effectively provide services to older adults, occupational therapy practitioners must understand the medical and functional implications of medication use, especially upon such complex occupations as driving and community mobility. This two-hour course presents basic pharmacological principles, a discussion of how and why medications affect older adults differently from other age groups, a model for understanding various categories of medications, and practical interventions to identify, manage, and prevent drug-related problems. Concepts are specifically applied to interventions for driving safety and participation so that practitioners will understand how to use this knowledge in their clinical practice.
The ability to move around in one's community enables occupation, which in turn, promotes health and quality of life. Occupational therapy practitioners need to address community mobility as an IADL with virtually all clients, especially those for whom driving is not an option. This course provides an overview of community mobility as it relates to clients of all life stages and with various disabilities or medical conditions. It offers an introduction to assessment, client- and community- level interventions, ethical considerations, and resources.
Grounded in adult learning theory and related evidence, this course will provide participants with practical strategies to enhance their effectiveness in teaching adults in classroom, clinic, and inservice/seminar environments.
This continuing education program will provide therapists with evidence-based information about breast feeding and specific techniques designed to increase success in breast feeding. In the neonatal intensive care unit (NICU), mothers and premature infants have unique challenges with the breastfeeding process despite the infant's increased need for the benefits of breast milk. Due to the teaching role that health care professionals assume in the NICU, they are in a unique position to guide and support mothers through the process of breastfeeding.
Medical errors have been and will continue to be a hot topic in health care. Many courses on patient safety and reduction of errors are designed for nurses and pharmacists, but this course specifically addresses the role occupational therapy practitioners play in patient safety initiatives. Areas covered include: the background of the current patient safety initiatives, a systems approach to reducing errors, a framework for completing a root cause analysis, and specific strategies to use in ones practice to improve safety. A case presentation assists the participant in applying concepts to a clinical setting.
Although this two credit hour course is tailored to fulfill the requirements for OT licensure in the State of Florida, it provides up-to-date information for occupational therapy practitioners living throughout the United States as well as other countries.
Many therapists are hesitant to invest their time and effort in an online course without knowing what to expect and whether distance learning will work for them. This research-based course addresses distance learning methodology, the advantages and disadvantages of distance education, the attributes of a quality distance learning program, and the keys to being a successful distance learner.