24759 research outputs found
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Grounded in Wellness: A Holistic Approach to Managing Fear of Falling in Alzheimer\u27s and Dementia
Full text linkDate: 04/23/2025
Student Name: Kimberly Perry
Capstone Project Title: Grounded in Wellness: A Holistic Approach to Managing Fear of Falling in Alzheimer\u27s and Dementia
Capstone Faculty Advisor: Thierry Lienou, OTD, OTR/L, CAPS, ATP
Abstract:
The fear of falling is a significant concern for individuals with Alzheimer\u27s disease and other related dementia. This fear often leads to reduced mobility, a lack of consistent social engagement, and lower quality of life (Soysal et al., 2021). This project seeks to establish a multidisciplinary intervention program that integrates occupational therapy, yoga therapy, and sound therapy to reduce the fear of falling in older adults with dementia. In addition, this program is collaborative effort that engages healthcare professionals, caregivers, community base program leaders striving to enhance the lives of individuals affected by dementia. The program aims to strengthen physical balance and reduce anxiety, while improving cognitive and functional independence. Activities alleviate anxiety and enhance emotional regulation, both essential for lessening the risk of falls (Green et al., 2019; Madhivanan et al., 2021). Sound therapy relieves stress and promotes relaxation. While occupational therapy improves independence and safety in activities of daily living. (Ito et al, 2022). Literature shows the potential of these methods having a positive effect in a contributing factor of reducing the fear following among individuals living with dementia. Additional research is needed to determine long term methods and results and effectiveness of these interventions
Beyond the Mind: A Podcast Series Advocating for Mental Health Services and Addressing Anxiety in High Schools
Full text linkDate: 04/23/2025
Student Name: Kennedy Coates
Capstone Project Title: Beyond the Mind: A Podcast Series Advocating for Mental Health Services and Addressing Anxiety in High Schools
Capstone Faculty Advisor: Sylvia Anderson DHEd, MBA, OTR/L, CAPS
Abstract:
This project explores the challenges and research gaps related to adolescent anxiety in a high school setting. It aims to identify specific mental health needs and advocate for school-based interventions through the development of an educational podcast. The podcast offers practical strategies and resources for both students and school staff to further address anxiety. Data was collected through observation and a review of existing literature, along with survey feedback from 13 doctoral students in the Howard University Occupational Therapy program. Respondents recommended enhancing the podcast with visuals, sound effects, and subtitles to improv engagement and accessibility. Detailed responses from the 13 respondents can be found in the appendix section of the paper (Figure 2). Research supports podcasts as an effective medium for adolescent education. Findings emphasize the importance of integrating accessible and affordable mental health services in schools and highlight the need for continued research on podcast effectiveness and additional strategies to reduce anxiety in adolescents
An Open-Source Sensory Regulation Toolkit for School-Based Occupational Therapists: Supporting Ethnic Minority Families of Children with Sensory Processing Needs
No full textDate: 04/23/2025
Student Name: Saba Masih
Capstone Project Title: An Open-Source Sensory Regulation Toolkit for School-Based Occupational Therapists: Supporting Ethnic Minority Families of Children with Sensory Processing Needs
Capstone Faculty Advisor: Dr. Jessica Alden, OTD, OTR/L
Abstract:
Purpose: The purpose of this project is to promote the ability of occupational therapists to support parents of children with sensory processing difficulties from minority backgrounds by developing a toolkit to optimize culturally sensitive parental coaching strategies that empower ethnic minority parents with the necessary knowledge and skills to support their child.
Background and Significance: Ethnic minority families often face difficulties in managing their children\u27s behaviors because they have limited access to culturally sensitive care and specialized services. Without access to appropriate resources, these families struggle to find effective ways to help their children. This gap in support also means they have fewer resources to address challenges such as sensory processing issues.
Statement of the problem: This project aims to develop a culturally sensitive toolkit that occupational therapists can use with ethnic minority parents and to integrate principles of parent coaching into this toolkit so that occupational therapists can use it during parent workshops.
Methods: This product was created in response to a needs assessment carried out in MCPS with 10 occupational therapists who support diverse families. It was developed using current research, reviewed by content experts, and piloted with OTs and the families they serve.
Results: An online, open-source toolkit was created for OTs in MCPS to reduce barriers and enhance access to culturally responsive resources for ethnic minority parents. During the initial use of the toolkit, both OTs and parents found it user-friendly and helpful.
Conclusion: This free online, sensory-based toolkit offers OT-related content and additional resources for ethnic minority parents, providing culturally sensitive materials designed to reduce barriers, increase knowledge, and strengthen their ability to support and engage with their child
Advocacy in Action: Advancing Inclusive Hair Care Practices in Acute Rehabilitation Settings
Full text linkDate: 04/23/2025
Student Name: Alexcia Bryant
Capstone Project Title: Advocacy in Action: Advancing Inclusive Hair Care Practices in Acute Rehabilitation Settings
Capstone Faculty Advisor: Dr. Shanteria Watson
Abstract:
Purpose: The overall goal of this capstone project is to support OTs acquiring knowledge and practical strategies to support the hair care needs of Black and African American patients through a culturally responsive training and an assessment tool that summarizes how to address these needs through the OT process.
Background and Significance: As the occupational therapist creates the client centered intervention plan regarding hair care, they must be knowledgeable of the tactics and use appropriate products used to evaluate and enhance occupational performance successfully. Therefore, OTs should understand that: African hair is curly and more susceptible to damage regarding mechanical fragility (Bosely & Daveluv 2015), learning about hair care for various hair types supports bathing and grooming occupations (Johnon et., al, 2022), racism and a lack of culturally appropriate and culturally competent services negatively impact mental health within black communities and descendants of Black Africans use hairstyles to express identity (Lashley, 2020).
Statement of the Problem: When offering hair grooming services as part of acute care rehabilitation, hospitals do not offer the proper products needed to manage the different textures of African American/Black hair.
Research Design: The Culturally Responsive Education conceptual framework is used in the in this project to promote advocacy regarding inclusive hair care practices.
Methods: To achieve this, the development of an advocacy in-service training highlighting the proper products to successfully complete hair grooming tasks and potential solutions to address the inequities of providing generic grooming kits to the African American community was provided. Additionally, an assessment was developed as a client-centered occupational profile tool that measures cultural considerations, knowledge, and preferred hairstyles and appropriate tools regarding hair care within the African American population or descendants of the African Diaspora.
Results: The in-service presentation and occupational profile assessment tools examines the need for diverse education to enhance inclusive hair care provision in acute care rehabilitation settings. This project identified how diverse and inclusive education yield practical strategies for advocacy regarding the protocols of acute-care rehabilitation centers for providing equitable hair grooming tools/products for African American hair textures.
Discussion: Based on this project, it is evident this education and practical advocacy strategies need to be addressed in both educational and clinical settings to provide equitable hair care ADL interventions.
Conclusion: Advocacy through training and assessment tools increase awareness and provide tangible skills to implement inclusive hair care practices in acute rehabilitation settings
The Development of a Social-Emotional Learning Toolkit on Emotional Intelligence in Children with Autism Spectrum Disorde
Full text linkDate: 04/23/2025
Student Name: Lauryn Gaston
Capstone Project Title: The Development of a Social-Emotional Learning Toolkit on Emotional Intelligence in Children with Autism Spectrum Disorder
Capstone Faculty Advisor: Thierry Lienou, OTD, OTR/L, CAPS, ATP
Abstract:
Purpose: This project aims to develop and evaluate a Social and Emotional Learning (SEL) toolkit designed to enhance emotional intelligence in children with Autism Spectrum Disorder (ASD), supporting their emotional and social development.
Background and Significance: Since the 1960s, SEL has gained recognition for promoting academic and personal growth. Children with ASD often struggle with emotional recognition, regulation, and social reciprocity—core components of SEL. Addressing these challenges through targeted interventions is critical for supporting their mental health, learning, and peer relationships.
Statement of the Problem: Children with ASD face persistent difficulties in processing and expressing emotions, impacting their ability to engage socially and succeed academically. Current SEL approaches may not fully meet their unique needs, underscoring the need for a tailored intervention.
Research Design: The project uses a design grounded in Universal Design for Learning (UDL) and the Montgomery County Public Schools (MCPS) Equitable Teaching and Learning Framework. It incorporates CASEL’s core SEL competencies to guide implementation within MCPS elementary classrooms.
Methods: Development of the SEL toolkit is informed by a needs assessment, secondary data analysis and expert review. The toolkit includes evidence-based strategies for enhancing self-awareness, social awareness, self-management, and relationship skills.
Results: Initial results include the presentation of the toolkit to MCPS educators, therapists, and administrators. Stakeholders will evaluate its relevance, accessibility, and effectiveness in meeting the emotional and educational needs of students with ASD.
Discussion: Feedback from stakeholders will shape refinements to the toolkit, ensuring it aligns with classroom demands and ASD-specific challenges. The focus remains on creating an adaptable, inclusive tool that supports diverse learners.
Conclusion: The SEL toolkit holds promise for enhancing emotional intelligence in children with ASD, equipping them with foundational skills for lifelong social and academic success
Development of a Mindfulness and Visual Arts Program to Support Emotional Self-Regulation in Children with ADHD in Community-Based Settings
Full text linkDate: 04/23/2025
Student Name: Jeanine S. Robinson
Capstone Project Title: Development of a Mindfulness and Visual Arts Program to
Support Emotional Self-Regulation in Children with ADHD in Community-Based Settings
Capstone Faculty Advisor: Dr.Thierry Lienou, OTD, OTR/L,CAPS,ATP
Abstract:
Children with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience challenges with emotional self-regulation that can significantly impact their participation in educational, social, and recreational activities. Although mindfulness and visual arts interventions have demonstrated effectiveness in promoting emotional regulation, limited resources exist that integrate these strategies into community-based environments. This doctoral capstone project addresses this gap through the development of a mindfulness and visual arts program specifically designed to support emotional self-regulation in children with ADHD within a children’s museum setting. Using a mixed methods approach, this project incorporated a comprehensive literature review, analysis of both museum demographic data and local demographic data from Gulfport, Mississippi, a predictive analysis using secondary data sources, and alignment with the Lynn Meadows Discovery Center (LMDC)’s 2021–2026 Strategic Plan. The resulting program includes structured lesson plans, staff training materials, and caregiver resources designed to be accessible, adaptable, and grounded in evidence-based occupational therapy frameworks. Program evaluation—focused on feasibility, stakeholder alignment, and sustainability—revealed a strong institutional fit, high potential for long-term integration, and an estimated annual reach of over 9,100 children with ADHD based on predictive analysis of museum visitation trends. These findings support the need for accessible, non-clinical interventions in community settings and highlight the potential of children’s museums to serve as effective, inclusive environments for promoting emotional self-regulation among neurodiverse children. By embedding mindfulness and visual arts activities into museum programming, the program provides a scalable, non-clinical model for supporting emotional self-regulation development among children with ADHD in informal learning environments
Mind at Ease: A Mindfulness Program to Support Parents of NAS Infants
Full text linkDate: 4/23/2025
Student Name: Leah Bicknell
Capstone Project Title:
Capstone Faculty Advisor: Dr. Shanteria Watson, OTD, OTR/L
Abstract:
Purpose:
To develop a virtual mindfulness-based program to support parents of NAS (Neonatal Abstinence Syndrome) infants post-discharge, promoting emotional resilience, self-compassion, and regulation.
Background and Significance:
Parents of NAS infants face high stress, guilt, and anxiety, with limited psychosocial support after hospital discharge. Mindfulness interventions reduce postpartum distress and improve parental sensitivity, which is critical for NAS-affected families.
Statement of the Problem:
Parents of NAS infants often lack structured, accessible mental health support post-discharge,contributing to emotional and caregiving challenges.
Research Design:v
Program development based on literature review, clinical observation, and feedback from my capstone site mentor.
Methods:
Created a four-week virtual mindfulness program and in-service training for child life specialists and social workers. Included pre/post surveys and trauma-informed practices.
Results:
Program was developed but not implemented. Pilot feedback highlighted strong structure but raised concerns about virtual access and session density.
Discussion:
Mind at Ease offers accessible, trauma-informed support for parents, promoting caregiver wellbeing and infant development. Virtual delivery expands reach to underserved populations.
Conclusion:
The program addresses critical gaps in post-discharge care for NAS families, with potential for adaptability and interdisciplinary impact
Improving the QOL (Quality of Life) for Persons Diagnosed with SMI (SeriousMental Illness) in Underprivileged Communities
Full text linkDate: 04/23/2025
Student Name: Tal Johnson
Capstone Project Title: Improving the QOL (Quality of Life) for Persons Diagnosed with SMI (SeriousMental Illness) in Underprivileged Communities
Capstone Faculty Advisor: Dr. Konah Bernard
Abstract:
Individuals with Serious Mental Illness (SMI) in low-income communities face significant barriers to healthcare, social support, and occupational engagement, which adversely impact their quality of life (QOL) (World Health Organization, 2017; National Institute of Mental Health [NIMH], 2021). This Doctoral Capstone Project, implemented at So Others Might Eat (SOME) in Washington, D.C., aimed to advocate for integrated occupational therapy (OT) services to address unmet psychosocial needs. A qualitative needs assessment guided by the Model of Human Occupation (MOHO) and the Person-Environment-Occupation (PEO) model revealed deficits in key occupations such as medication management, communication, and social participation. As a response, a culturally responsive, evidence-based resource manual was developed to guide SOME staff in supporting individuals with SMI. The project findings reinforce OT\u27s vital role in improving QOL by enhancing functional skills and promoting meaningful engagement (Connell et al., 2014; Ercan, 2021). These efforts support advocacy and potential policy reform to expand OT’s reach in underserved mental health settings
Getting in the Game: Innovating an Occupational Therapy Training Curriculum for Managing Performance Anxiety in Collegiate Athletes
Full text linkDate: 04/23/2025
Student Name: Myiah Sturdivant
Capstone Project Title: Getting in the Game: Innovating an Occupational Therapy Training Curriculum for Managing Performance Anxiety in Collegiate Athletes
Capstone Faculty Advisor: Phyllis Ross, OTD OTR/L CAPS, CHT, CLT, Shanteria Watson, OTD, OTR/L
Abstract:
The purpose of this study examine effectiveness in an OT training curriculum aimed at educating OT faculty on performance anxiety within the collegiate athlete population, and to advocate and educate OT faculty on occupational therapy’s role in student athlete care to be used for future learning material. Student athletes are challenged by balancing the multiple role demands and contexts required to navigate their new everyday life (Gates, 2023). Performance anxiety is characterized as intense feelings of emotional distress before, during, or after performing in front of others (Beenen, 2025). Athletic performance and occupational balance are closely linked, with an imbalance exacerbating performance anxiety symptoms (Heinrich, 2018). Previous research has shown the prevalence of anxiety in student-athletes to range from 8.6% to 48% (Hwang, 2023). There is minimal research on Occupational Therapy’s role in working with athletes to manage performance anxiety. With an absence of evidence based literature there is a need to address the knowledge gap within in OT’s role working with this client population. The research design used to create this project was program development which included needs assessment of learners and a pre-post test to track knowledge gains. From the needs assessment, targeted learners showed interest in performance anxiety and the athlete population, but had limited exposure in trainings. Feedback from the training was positive with suggestions for improvement, and learners showed an increase in knowledge specifically on the definition of performance anxiety and its components, as well as, commonly used screening tools. Performance anxiety significantly impacts student-athlete wellbeing and occupational balance identifying a need for OT within this setting and population. This curriculum serves as foundation for expanding OT\u27s role in collegiate athletics and addressing performance anxiety. Implications of the study were that information was collected from Howard University facult
Program to prepare teachers to promote improving fine motor and handwriting developmental delays in children with autism spectrum disorder in classrooms.
Full text linkDate: 04/23/2025
Student Name: Briana Pleasants Capstone Project Title: Program to prepare teachers to promote improving fine motor and handwriting developmental delays in children with autism spectrum disorder in classrooms. Capstone Faculty Advisor: Dr. Jessica Alden OTD R/L
Abstract:
Purpose: To develop a classroom-based training program and resources for teachers to enhance handwriting and fine motor performance in children with autism spectrum disorder (ASD) by integrating evidence-based instructional strategies into daily classroom routines.
Background and Significance: Research shows children with autism spectrum disorder (ASD) commonly experience handwriting delays and fine motor deficits, which hinder academic participation. Teachers often lack specific training to support these needs. Bridging this gap is critical to promote inclusion and improve educational outcomes.
Statement of the Problem: Children with autism spectrum disorder (ASD) exhibit fine motor and handwriting developmental delays, yet many general education teachers are insufficiently trained in strategies and tools to support these challenges, limiting student engagement and performance.
Research Design: A program development design was utilized, focusing on creating and piloting educational resources, with iterative feedback from classroom teachers to refine the interventions.
Methods: Data collection included teacher conversations, classroom observations, teacher feedback and the use of a structured observation checklist. Teachers piloted fine motor exercises and handwriting strategies, analyzed for program refinement.
Results: Teachers demonstrated increased awareness and use of fine motor strategies after program implementation. Students showed improved engagement and performance in handwriting activities. However, time constraints and resource availability remained barriers.
Discussion: Embedding fine motor and handwriting exercises into daily instruction is feasible and beneficial with structured support. Teacher collaboration, accessible resources, training and continuous feedback are essential to sustain intervention success.
Conclusion: Targeted professional development and resource provision enable teachers to better support students with autism spectrum disorder (ASD), enhancing fine motor skills and handwriting while promoting functional academic participation in inclusive classrooms