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Culturally Responsive Occupational Therapy Treatment Guide for African-American and Hispanic People With Eating Disorders
No full textThis capstone project addressed the critical need for a culturally responsive approach to occupational therapy in the treatment of African-American and Hispanic with eating disorders (EDs) in the United States. Although EDs impair physical, cognitive, and psychosocial functioning, these communities often encounter systemic barriers such as cultural stigma, food insecurity, and inadequate assessment tools rooted in Eurocentric norms—that contribute to underdiagnosis, limited access to care, and poorer outcomes. The central issue addressed was the absence of clear, culturally relevant guidance for occupational therapy practitioners working with these underserved populations. The project was informed by a comprehensive literature review and synthesis of occupational therapy theory, with particular emphasis on the Model of Human Occupation. The project described how cultural values, systemic racism, and socioeconomic disparities influence both the presentation and treatment of EDs within minority communities. The primary outcome of this project was the development of a culturally responsive occupational therapy treatment guide designed to assist occupational therapy practitioners in adapting their assessments, interventions, and outcome measures to better meet the needs of African-American and Hispanic clients. This guide aims to bridge a significant practice gap by promoting equitable, personalized, and effective care. The significance of this work lies in its potential to advance health equity and enhance the role of occupational therapy practitioners in ED treatment, ensuring that culturally marginalized groups receive competent, meaningful, and inclusive therapeutic support
Addressing Psychosocial Barriers to Participation in People Experiencing Homelessness: An Occupational Therapy Workshop
No full textThis capstone project addressed the critical gap in occupational therapy education and practice regarding the psychosocial needs of people experiencing homelessness. Despite the occupational therapy profession’s emphasis on holistic, person-centered care, many occupational therapy practitioners and occupational therapy students report feeling a lack of self-efficacy and preparedness to navigate the complex psychological, social, and systemic barriers that hinder occupational participation among this population. This capstone project aimed to address the perceived unpreparedness among clinicians through the creation of an 8-hour interactive educational workshop. The workshop is grounded in the Model of Human Occupation and informed by the Bridging the Transition from Homelessness: A Social Justice Framework, trauma-informed care, harm reduction, and diversity, equity, and inclusion principles. The workshop aimed to equip participants with the knowledge, confidence, and practical tools needed to address psychosocial barriers through case-based learning, group activities, and reflective discussion. Though not yet piloted, the workshop reflects an evidence-based approach to preparing occupational therapy professionals for more equitable and responsive service delivery. Recommendations and resources are provided to support ongoing integration of the described concepts into occupational therapy education and practice for people experiencing homelessness
Exploring Student Success in a Clinical Neuroscience Course: A Pilot Study on Early Identification and Academic Advising in Physical Therapy Training
No full textIntroduction: This study explored the impact of early identification and student academic advising on performance in the clinical neuroscience course using a mixed-method design. The researchers hypothesized that early identification of students experiencing academic difficulties, followed by comprehensive advising, would improve performance.
Methods: Twenty Doctor of Physical Therapy (DPT) students from the third trimester of the program participated in this mixed-methods study. Early identification was achieved through a quiz in the first week or early second week of the course, with students scoring below 70% offered voluntary enrollment. Nine students were assigned to the control group, while 11 received early academic advising. Qualitative data on factors influencing performance and quantitative quizzes and exam scores were analyzed using Dedoose® and SPSS, respectively.
Results: Quantitative analysis showed significant improvements in Quiz 2 (p
Discussion: The mixed-methods design provided insights into factors affecting student performance. Early academic advising positively influenced student success in the neuroscience course, underscoring the importance of structured academic support in physical therapy education
Enhancing Sepsis Prevention in Long-Term Care Facilities: Development of an Infection Prevention Sepsis Toolkit
No full textObjectives: The purpose of this Doctor of Nursing Practice (DNP) project was to create, validate, and refine an Evidence-Based Sepsis Prevention Toolkit to enhanced early sepsis recognition and interprofessional coordination of care within long-term care facilities (LTCFs).
Background: Sepsis remains a leading cause of mortality and preventable transfer to the hospital for the elderly residents within the LTCFs. A significant practice gap persists because sepsis in this population often presents atypically, resulting in delayed or inaccurate diagnosis and treatment.
Methods: This project was guided by the following PICOT question: For healthcare professionals caring for patients aged 65 years and older in long-term care facilities (P), how might the development of an infection prevention toolkit for sepsis (I), compared to existing practice (C), enhance the coordination of care among healthcare workers, patient communities, and long-term facilities (O)? The process for development was formalized through the CDC’s toolkit development framework and the Evidence-Based Practice (JHEBP) guidelines proposed by the Johns Hopkins Evidence-Based Practice Center. A thorough literature search was conducted, and the toolkit was evaluated by three subject matter experts (SMEs) using Fleiss’s Kappa analysis to assess interrater reliability. Findings: SME feedback resulted in revisions that improved the clarity and usablity of the final toolkit. Although Fleiss’s Kappa indicated marginal agreement ( = 0.13), qualitative feedback was instrumental in refining the toolkit components. The finalized toolkit comprises an expert-approved and holistic Sepsis Prevention Toolkit, including the qSOFA score sheet, recognition charts, staff and the patient education resources, and the step-by-step response plan.
Conclusion: This project represents a meaningful step toward developing a clinically relevant, evidence-based recourse to support early sepsis recognition and prevention in LTCFs. Implementation of the toolkit has the potential to reduce sepsis-related morbidity and mortality among older adults in long-term care settings
Inclusive Education and Autism Spectrum Disorder: Preparing University Students to Support Secondary Learners
No full textAutism spectrum disorder (ASD) affects approximately 1 in 31 children in the United States, highlighting the need for future teachers and occupational therapists (OTs) to support students with ASD in inclusive educational settings. This mixed-methods capstone examined how an OT-informed professional learning session influenced university students’ knowledge, confidence, and readiness to support learners with ASD. Fifteen graduate students participated in a 75-minute instructional session addressing six ASD learning domains. Pre- and post-session measures included demographic information, the investigator-developed Knowledge and Perceptions of Autism Spectrum Disorder (KPASD) assessment, Likert-scale ratings, and qualitative reflections. Participants demonstrated significant increases in total KPASD scores (p = .001), domain-level gains (p = .047), and an average 6.4% improvement in correct responses. Qualitative findings reflected increased understanding of ASD characteristics, diagnostic disparities, behavior, and inclusive instructional strategies. Findings demonstrate that a single structured learning experience can meaningfully enhance ASD-related knowledge, confidence, and inclusive readiness, illustrating how OT-informed professional learning strengthens evidence-based, collaborative, and inclusive practice to prepare future professionals better to support students with ASD in educational settings.https://soar.usa.edu/otdcapstonesfall2025/1018/thumbnail.jp
Falling Through the Cracks: Rethinking Fall Prevention for the Under-65 Crowd
No full textThis project sought to address the lack of fall prevention education aimed at peoples under 65 in order to promote safety throughout the lifespan.https://soar.usa.edu/otdcapstonesfall2025/1019/thumbnail.jp
Program for Teachers to Address the Needs of Students with ADHD
No full textThe capstone project focused on supporting teacher participants from Eden Gardens Fundamental Magnet Elementary by providing practical strategies to address students who struggle with attention, regulation, and daily classroom routines. After completing a needs assessment, it was clear that many teachers faced similar challenges, including difficulty with transitions, staying on task, and responding when students became overwhelmed. To address this, created an OT-led teacher-training program that uses the PEOP model and focuses on simple, practical strategies teachers can implement right away. This included visual cues, sensory and movement supports, and minor changes to the classroom setup. As teachers began using these tools, they checked in regularly to offer guidance, which helped make adjustments to the strategies as needed. Findings led teachers to feel more confident, use the provided strategies more consistently, and notice improvements in student engagement and daily routines. Overall, the project highlighted occupational therapy\u27s role in strengthening teacher support and increasing teachers\u27 confidence in selecting appropriate strategies to manage students\u27 ADHD-like behavior. Making simple changes helped create a calmer classroom environment and increased the ability to meet the needs of students with attention and regulation challenges associated with ADHD.https://soar.usa.edu/otdcapstonesfall2025/1020/thumbnail.jp
The Impact of a SEL-Based School Transition Readiness Program for Fifth Grade Students
No full textThis poster presents a study that developed and evaluated a Social-Emotional Learning (SEL) based educational program designed to support fifth-grade students transitioning to middle school. This program targeted five key SEL skills: Self-Awareness, Self-Management, Social-Awareness, Relationship Skills, and Responsible Decision-Making. The study aimed to improve students\u27 occupational performance and self-perceived skill sets while also expanding knowledge on the role of OT with a psychosocial emphasis. The research addresses the gap in knowledge regarding SEL-based interventions for supporting students during critical educational transitions.https://soar.usa.edu/otdcapstonesspring2025/1014/thumbnail.jp
Air Travel Experiences of Families with Autistic Children
Get PDFThis mixed-methods research design aimed to understand families\u27 experiences traveling by plane with autistic children to identify supports, needs, challenges, and barriers that influence participation and well-being. Although air travel offers significant benefits for families and their children, including promoting personal growth, strengthening communication and bonding, reducing stress, and improving the overall quality of life and life satisfaction across many domains, families with autistic children face significant challenges due to sensory and environmental barriers that make the experience stressful and unpredictable. Findings highlight a need for autism-informed policies, training among airport and airline staff, sensory-friendly spaces, and extended support to improve the air travel experience and promote equitable and inclusive access for neurodiverse families.https://soar.usa.edu/otdcapstonesspring2025/1031/thumbnail.jp
Bridging the Gap: Educating Occupational Therapy Students on Services for Medically Complex Children in Prescribed Pediatric Extended Care Centers and Similar Settings
Get PDFThe purpose of this project was to educate entry-level OT students on healthcare and OT services for CMC in PPEC centers and similar facilities through an educational seminar and resources. Educating students about healthcare and OT services for CMC in PPEC centers and similar facilities will hopefully increase interest in pursuing a role in this emerging practice area and increase advocacy efforts for this vulnerable population.https://soar.usa.edu/otdcapstonesspring2025/1035/thumbnail.jp