MiOTA Fall Conference 2026

Welcome to MiOTA’s Fall Conference 2026!

You will be able to validate your attendance (Check-In to sessions) using your personal schedule.

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8:00am CDT

Keynote Address: Learning from Legends: The Lives of Drs. Barbara A. Rider and Fredrick Sammons

LIMITED

Friday October 2, 2026 8:00am - 9:30am CDT

COMPOSER (Upper Level) for Large Meeting

Limited Capacity seats available

The shining example of Fred Sammons and Barbara Rider provides a standard for engagement and participation that can benefit all occupational therapists and occupational therapy assistants. Join us for a celebration of lives well lived and learn how to integrate their attributes of innovation, connection, generosity, compassion, scholarship, curiosity, and gratitude into your practice, research, teaching, and daily lives. Through reflection on their careers and accomplishments, gain inspiration to follow the stars of occupational therapy!

Speakers

Ben Atchison, PhD, OTL, FAOTA, FMiOTA

Professor Emeritus of Occupational Therapy, Western Michigan University

Ben Atchison, PhD, OTL, FAOTA is Professor Emeritus of Occupational Therapy at Western Michigan University. He holds a bachelor’s degree in occupational therapy from Western Michigan University and graduate degrees in education from Georgia State University (M.Ed.) and Wayne State University (PhD). As the co-f... Read More →

Diane Powers Dirette, PhD, OTL, FAOTA

Professor, Western Michigan University

Diane Powers Dirette, PhD, OTL, FAOTA, is a professor in the Interdisciplinary Health Sciences PhD Program at Western Michigan University. She earned her bachelor’s degree at Eastern Michigan University and her master’s and doctoral degrees at New York University, studying occupational therapy at all levels. She... Read More →

Friday October 2, 2026 8:00am - 9:30am CDT
COMPOSER (Upper Level) for Large Meeting

KEYNOTE

8:00am CDT

Exhibitor Hours

Friday October 2, 2026 8:00am - 7:00pm CDT

common

9:45am CDT

A Pediatric Summer Camp Model for Sensorimotor and Literacy, Parent Empowerment, and Experiential OT Education

LIMITED

Friday October 2, 2026 9:45am - 10:45am CDT

Danube (50)

Limited Capacity seats available

This mixed-methods study examines an integrated sensorimotor literacy summer camp designed to support pediatric outcomes, parent education, and occupational therapy (OT) student experiential learning. The camp combines evidence-based literacy instruction grounded in the Science of Reading with pediatric OT frames of reference emphasizing bilateral coordination, midline crossing, fine motor, visual motor, and sensory integration skills that support reading and writing participation. The study has two primary aims: (1) to evaluate changes in parent confidence and self-efficacy in supporting literacy and sensorimotor development at home through structured parent education materials, and (2) to examine the impact of immersive experiential learning on OT graduate students’ clinical reasoning and application of pediatric OT frameworks in authentic contexts. Guided by Meyer’s (2025) experiential learning framework, data collection includes parent and student pre/post assessments, observational rubrics, and reflections. Findings aim to inform scalable, family-centered experiential education and intervention models.

Buenano, A., Warner, S., & Madsen, R. (2025). Student expectations vs. outcomes. Experiential Learning and Teaching in Higher Education, 8(3). https://doi.org/10.46787/elthe.v8i3 september.4675

Ben Dhia, A., Bucci, M. P., Naffeti, C., Ben Saad, H., Hammouda, O., & Driss. (2025). Combined cognitive and motor training improves reading, writing and motor coordination in dyslexic children. Pediatric Reports, 17(2), 46. https://doi.org/10.3390/pediatric17020046

Macdonald, K., Milne, N., & Orr, R., (2020). Associations between motor proficiency and academic performance in mathematics and reading in year 1 school children: a cross-sectional study. BMC Pediatrics, 20(69). https://doi.org/10.1186/s12887-020-1967-8

Meyer, J. (2025). Mapping the landscape of experiential education. Experiential Learning and Teaching in Higher Education, 8(3). https://doi.org/10.46787/elthe.v8i3-september.5237

Milne N., Cacciotti K., Davies K., & Orr, R., (2018). The relationship between moto proficiency and reading ability in year 1 children: a cross-sectional study. BMC Pediatrics, 18(1), 249. https://doi.org/10.1186/s12887-018-1262-0

Speakers

Emily Paul, OTD, MOT, OTRL

Assistant Professor, Concordia University Ann Arbor

Dr. Emily Paul earned a post-professional occupational therapy doctorate from Chatham University in 2020, an MOT in Occupational Therapy in 2014 from Baker College of Graduate Studies, and a BS in Psychology from Kennesaw State University in 2001. She has practiced OT for 12 years... Read More →

Erin Laverick, Ph.D

Associate Vice President - Academic and Student Success, Professor, Concordia University Ann Arbor

Erin Laverick teaches classes for the English department and the School of Education. As an educator, she strives to create a safe and active learning environment in which students learn by doing. Her research focuses on first-year writing theory, visual literacy, and student suc... Read More →

Friday October 2, 2026 9:45am - 10:45am CDT
Danube (50)

1 hour session

9:45am CDT

Are we prepared? Exploring practitioner perspectives (and/or) preparedness to care for patients with physical medical conditions co-occurring with serious mental illness (SMI)

LIMITED

Friday October 2, 2026 9:45am - 10:45am CDT

Brahams (88)

Limited Capacity seats available

Individuals with serious mental illnesses (SMI) may present to acute medical settings with physical health diagnoses. SMI can shape communication, participation, clinical decision-making, discharge planning, and overall care outcomes even though it is not the primary diagnosis in these cases. We explored practitioners’ preparation and support to address the intersection of mental and physical health needs in fast-paced acute care environments.
In this session, we will present qualitative findings from interviews with acute care practitioners who care for patients with serious mental health conditions alongside primary medical diagnoses. It explores how these presentations influence assessment, treatment planning, patient engagement, and interdisciplinary care. The discussion highlights practitioner perspectives on preparedness, training gaps, continuing education needs, and challenges in managing complex psychosocial and medical needs.
By the end of this session, participants will be able to:

Describe how serious mental health conditions influence care delivery in acute settings.
Identify challenges in managing co-occurring medical and mental health conditions.
Recognize gaps in practitioner education and training.
Discuss strategies to strengthen preparedness and interdisciplinary care.

De Hert, M., Cohen, D. A. N., Bobes, J., Cetkovich-Bakmas, M., Leucht, S., Ndetei, D. M., ... & Correll, C. U. (2011). Physical illness in patients with severe mental disorders. II. Barriers to care, monitoring and treatment guidelines, plus recommendations at the system and individual level. World psychiatry, 10(2), 138. https://doi.org/10.1002/j.2051-5545.2011.tb00036.x
Giandinoto, J.-A., Stephenson, J. and Edward, K.-l. (2018), General hospital health professionals’ attitudes and perceived dangerousness towards patients with comorbid mental and physical health conditions: Systematic review and meta-analysis. Int J Mental Health Nurs, 27: 942-955. https://doi.org/10.1111/inm.12433
Lawrence D, & Kisely S. (2010) Review: Inequalities in healthcare provision for people with severe mental illness. Journal of Psychopharmacology

Speakers

Issra Al-Sager

Student, Eastern Michigan University

Issra Al-Sager is a second-year Master of Occupational Therapy student at Eastern Michigan University with a passion for research at the intersection of healthcare access and equity. Her clinical interests span neonatal and acute care settings, with a growing focus on improving care... Read More →

Dr. Jillian Graves

Associate Professor, Eastern Michigan University

Jillian Graves is an Associate Professor in the School of Social Work and has worked as a social worker in both mental health and juvenile justice settings for over 20 years in Massachusetts, Pennsylvania and Michigan with a focus working with people with severe mental illnesses and... Read More →

Sarah Kilts

Clinical Fellow, Mala Child & Family Institute

Sarah Kilts is a recent Master of Social Work graduate from Eastern Michigan University and a Licensed Limited Master Social Worker (LLMSW) clinical fellow at Mala Child & Family Institute. With a foundation in research and a deep commitment to the well-being of children and families... Read More →

Dr. Renuka ‘Ray’ Roche

Program Director and Associate Professor, Eastern Michigan University

Dr. Renuka Roche is the Program Director of and Associate Professor in the Occupational Therapy Program at Eastern Michigan University. Her research focuses on Occupation-centered improvement of performance with the eventual goal of developing intervention methods and best practice... Read More →

Friday October 2, 2026 9:45am - 10:45am CDT
Brahams (88)

1 hour session

9:45am CDT

Clinical Decision Making for Upper Limb Prosthetics

LIMITED

Friday October 2, 2026 9:45am - 10:45am CDT

Mosel (50)

Limited Capacity seats available

This one-hour intermediate level course for PT/PTA, OT/OTA, RN, Case Managers will discuss how the impact of the loss of an arm, hand or digits cannot be overstated. This loss of aesthetic appearance, proprioceptive feedback, tactile sensation and fine, coordinated movements can only be replaced to a limited extent by a prosthetic device. Rehabilitation strategies and prosthetic component prescriptions should be patient centered with concentrated efforts to maximize function. The overall goal of amputation rehabilitation is to optimize the patient’s health, function, independence, and quality of life. The focus of this presentation will be the clinical decision-making process for adults with unilateral transradial or transhumeral level limb loss. With the knowledge gained from this presentation, the therapist will be a valuable asset to the prosthetist, working as a team to maximize the patient’s functional outcome.

Speakers

Ryan Sheridan

Upper Limb Prosthetic Specialist, Hanger Clinic

Ryan is an ABC-certified prosthetist and Upper Limb Prosthetic Specialist for Hanger Clinic. Ryan is based out of Metro Detroit and provides upper limb prosthetic support for the state of Michigan. With over 13 years of expertise in the field, he specializes in pediatric and adult... Read More →

Friday October 2, 2026 9:45am - 10:45am CDT
Mosel (50)

1 hour session

9:45am CDT

Educational Outcomes of a Pain Neuroscience Education Module in Entry-Level Occupational Therapy Education: Group-Level Changes in Pain Knowledge, Attitudes, Beliefs, and Self-Efficacy

LIMITED

Friday October 2, 2026 9:45am - 10:45am CDT

Rhine (50) POSTERS

Limited Capacity seats available

Abstract
Objective:
To examine the effect of a Pain Neuroscience Education/Pain Science Education educational
module on occupational therapy graduate students’ pain-related knowledge, attitudes,
professional beliefs, self-efficacy, and clinical reasoning about pain.
Design:
This study uses a single-group mixed-methods pre/post educational design with a quantitative
emphasis. Aggregate group-level comparisons will be used to examine changes in student
responses before and after the educational module. Qualitative reflection data will be used to
further explore students’ perceived learning and application of pain science concepts to
occupational therapy practice.
Participants:
Participants will include approximately 35 occupational therapy graduate students enrolled in the
educational module.
Intervention:
All participants will complete a Pain Neuroscience Education/Pain Science Education module
delivered across three two-hour instructional sessions. The module is designed to support
students’ understanding of contemporary pain science, promote evidence-informed clinical
reasoning, and strengthen the integration of pain neuroscience concepts into occupational therapy
evaluation and intervention planning.
Main Outcome Measures:
Four outcome measures will be used. Three measures will be administered before and after the
educational module: the Revised Pain Neurophysiology Questionnaire to assess knowledge of
pain; an adapted Occupational Therapy Pain Neuroscience Education Professional Self-Identity
Questionnaire to assess OT-related beliefs and professional identity; and an adapted Student-
Rated Self-Efficacy of Evidence-Based Clinical Skills measure to assess student self-efficacy. A
structured post-module reflection will be used to examine students’ perceived learning, clinical
reasoning, and anticipated application of pain science concepts in future occupational therapy
practice.
Results:
Data collection and analysis are ongoing. Quantitative data will be analyzed using aggregate
pre/post group comparisons to examine changes in pain knowledge, OT-related beliefs,
professional identity, and self-efficacy following the educational module. Qualitative reflection
responses will be analyzed to identify themes related to student learning, perceived relevance to
occupational therapy practice, and application of PNE/PSE concepts to clinical reasoning.
Conclusion:
This study will provide preliminary evidence regarding the role of structured pain neuroscience
and pain science education in occupational therapy graduate education. Findings may inform
how pain-related content is taught within OT curricula and how educational modules can support
students’ development of evidence-informed reasoning, professional identity, and confidence inaddressing pain as part of occupation-based practice.

References
Bareiss, S. K., Nare, L., & McBee, K. (2019). Evaluation of pain knowledge and attitudes and
beliefs from a pre-licensure physical therapy curriculum and a stand-alone pain elective. BMC
Medical Education, 19, Article 375.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Catley, M. J., O’Connell, N. E., & Moseley, G. L. (2013). How good is the Neurophysiology of
Pain Questionnaire? A Rasch analysis of psychometric properties. The Journal of Pain, 14(8),
818–827. https://doi.org/10.1016/j.jpain.2013.02.008
Colleary, G., O’Sullivan, K., Griffin, D., Ryan, C. G., & Martin, D. J. (2017). Effect of pain
neurophysiology education on physiotherapy students’ understanding of chronic pain, clinical
recommendations and attitudes towards people with chronic pain: A randomised controlled trial.
Physiotherapy, 103(4), 423–429. https://doi.org/10.1016/j.physio.2017.01.006
Crossley, J., & Vivekananda-Schmidt, P. (2009). The development and evaluation of a
Professional Self Identity Questionnaire to measure evolving professional self-identity in health
and social care students. Medical Teacher, 31(12), e603–e607.
https://doi.org/10.3109/01421590903193547
Haruta, J., Maeno, T., Takayashiki, A., Goto, R., Ozone, S., & Maeno, T. (2021). Validation of
the professional self-identity questionnaire for medical students during clinical practice in Japan.
International Journal of Medical Education, 12, 160–165.
https://doi.org/10.5116/ijme.610d.104b
Guan, Z. (2026). Nociception versus pain. Pain Management Education at UCSF.
https://pain.ucsf.edu/understanding-pain-pain-basics/nociception-versus-pain
Kendroud, S., Fitzgerald, L. A., Murray, I. V., & Hanna, A. (2022). Physiology, nociceptive
pathways. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK470255/
Louw, A., Sluka, K. A., Nijs, J., Courtney, C. A., & Zimney, K. (2021). Revisiting the provision
of pain neuroscience education: An adjunct intervention for patients but a primary focus of
clinician education. Journal of Orthopaedic & Sports Physical Therapy, 51(2), 57–59.
https://doi.org/10.2519/jospt.2021.9804
Lucas, J. W., & Sohi, I. (2024). Chronic pain and high-impact chronic pain in U.S. adults, 2023
(NCHS Data Brief No. 518). National Center for Health Statistics.
Maguire, N., Chesterton, P., & Ryan, C. (2019). The effect of pain neuroscience education on
sports therapy and rehabilitation students’ knowledge, attitudes, and clinical recommendations
toward athletes with chronic pain. Journal of Sport Rehabilitation, 28(5), 438–443.
https://doi.org/10.1123/jsr.2017-0212
Mankelow, J., Ryan, C. G., Taylor, P., & Martin, D. J. (2020). The effect of pain neurophysiology
education on healthcare students’ knowledge, attitudes and behaviours towards pain: A
mixed-methods randomised controlled trial. Musculoskeletal Science and Practice, 50, Article
102249. https://doi.org/10.1016/j.msksp.2020.102249
Pan, C., Jarrett, J. B., & Sawyer, K. (2025). Utilizing transformative learning theory to enhance
professional identity formation. Journal of Pharmacy & Pharmaceutical Sciences, 28, 14605.
https://doi.org/10.3389/jpps.2025.14605
Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing &
Health, 23(4), 334–340.
https://doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G
Saracoglu, I., Aksoy, C. C., Afsar, E., & Arik, M. I. (2021). Does pain neuroscience education
improve pain knowledge, beliefs and attitudes in undergraduate physiotherapy students?
Physiotherapy Research International, 26(2), e1898. https://doi.org/10.1002/pri.1898
Schifferdecker, K. E., & Reed, V. A. (2009). Using mixed methods research in medical
education: Basic guidelines for researchers. Medical Education, 43(7), 637–644.

Speakers

Luke Baran

Occupational Therapy Student, Grand Valley State University

Luke Baran is a second-year student in Grand Valley State University's MSOT program. He serves as the secretary for the Pi Theta Epsilon – Delta Theta Chapter and is a member of SOTA. He is interested in working with pediatrics or older adults and providing compassionate care to... Read More →

Lori DeMott

Assistant Professor in the Occupational Therapy Program, Grand Valley State University

Lori DeMott, OTD, OTRL, CHT, is an Assistant Professor on the Clinical Tenure Track in the Department of Occupational Science and Therapy at Grand Valley State University. She has over eight years of academic experience and teaches in the occupational therapy curriculum. Dr. DeMott... Read More →

Kayla DeVries

Occupational Therapy Student, Grand Valley State University

Kayla DeVries is a second year student in Grand Valley State University’s Occupational Therapy Program. She is President of the Delta Theta Chapter of Pi Theta Epsilon, a member of GVSU’s Student Occupational Therapy Association (SOTA), and a member of the Coalition of Occupational... Read More →

Emma Gutierrez

Occupational Therapy Student, Grand Valley State University

Emma Gutierrez is a second year student at Grand Valley State University's Occupational Therapy program. She is an active member of the Delta Theta Chapter of Pi Theta Epsilon, her program's Student Occupational Therapy Association (SOTA), AOTA, and MiOTA. Emma is interested in working... Read More →

Chloe LaForest

Occupational Therapy Student, Grand Valley State University

Chloe LaForest is a student in the Occupational Science and Therapy program at Grand Valley State University. She is interested in pursuing a career as an early intervention or inpatient rehabilitation occupational therapist. She is a member of the Student Occupational Therapy Association... Read More →

Sarah Webster

Occupational Therapy Student, Grand Valley State University

Sarah Webster is a second year student in the Occupational Therapy and Science Program at Grand Valley State University. Sarah is the Treasurer for the Delta Theta Chapter of Pi Theta Epsilon and a member of the Student Occupational Therapy Association. She is also an active member... Read More →

Friday October 2, 2026 9:45am - 10:45am CDT
Rhine (50) POSTERS

Poster

9:45am CDT

Sensory-based Coping Strategies to Support Emotional Regulation in Adolescents

LIMITED

Friday October 2, 2026 9:45am - 10:45am CDT

Rhine (50) POSTERS

Limited Capacity seats available

Background: Emotional regulation is an important executive function that helps individuals manage daily demands and respond to life challenges in an adaptive manner. Sensory-based strategies can be used to calm autonomic nervous system responses when in a state of dysregulation. This study aimed to explore the impact of a sensory-based coping strategies program on the development of emotional regulation skills in adolescents and young adults.
Method: A pre-test, post-test design was utilized to determine the feasibility and impact of a five-session sensory-based coping skills program on the development of emotional regulation skills. Seven adolescent participants were recruited. Pre- and post-intervention outcomes measures included a study-specific pre-/post-intervention survey, the Difficulties in Emotion Regulation-Short Form (DERS-SF), and post-session feedback forms.
Results: The outcomes indicated improved emotional self-awareness and access to strategies to support self-management amongst adolescent participants. The results support the use of a multi-sensory, mind-body awareness-based program to enhance social-emotional health.
References
Cheung, H. Y. L., Brown, T., Yu, M. L., & Cheung, P. P. (2023). The relationship between school-age children’s self-reported perceptions of their interoceptive awareness and emotional regulation: An exploratory study. Journal of Occupational Therapy, Schools, & Early Intervention, 17(3), 704-730. https://doi.org/10.1080/19411243.2023.2215764
Conti, L., Fantasia, S., Violi, M., Dell’Oste, V., Pedrinelli, V., & Carmassi, C. (2023). Emotional dysregulation and post-traumatic stress symptoms: Which interaction in adolescents and young adults? A systematic review. Brain Sciences, 13(12), 1730. https://doi.org/10.3390/brainsci13121730
Derigo, M., Russell-Thomas, D., & Berg, C. (2018). A trauma informed approach distinct to occupational therapy: The TIC-OT Model. AOTA Continuing Education.
Dowdy, R., Estes, J., McCarthy, C., Onders, J., Onders, M., & Suttner, A. (2023). The influence of occupational therapy on self-regulation in juvenile offenders. Journal of Child & Adolescent Trauma, 16(2), 221–232. https://doi.org/10.1007/s40653-022-00493-y
Eva, A. L., & Thayer, N. M. (2017). Learning to BREATHE: A pilot study of a mindfulness-based intervention to support marginalized youth. Journal of Evidence-Based Complementary & Alternative Medicine, 22(4), 580–591.
Fallot, R. D. & Harris, M. (2009). Creating cultures of trauma-informed care (CCTIC): A self-assessment and planning protocol. Community Connections. https://children.wi.gov/Documents/CCTICSelfAssessmentandPlanningProtocol0709.pdf
Holmqvist Larsson, K., Andersson, G., Stern, H., & Zetterqvist, M. (2020). Emotion regulation group skills training for adolescents and parents: A pilot study of an add-on treatment in a clinical setting. Clinical Child Psychology and Psychiatry, 25(1), 141–155.
Joseph, R.Y., Casteleijn, D., van der Linde, J., & Franzsen, D. (2021). Sensory modulation dysfunction in child victims of trauma: A scoping review. Journal of Child & Adolescent Trauma, 14(4), 455–470. https://doi.org/10.1007/s40653-020-00333-x
Konrad, K., Firk, C., & Uhlhaas, P. J. (2013). Brain development during adolescence: Neuroscientific insights into this developmental period. Dtsch Arztebl International, 110(25), 425-431. https://doi.org/10.3238/arztebl.2013.0425
National Institute of Mental Health. (2024, February 28). Mental illness. https://www.nimh.nih.gov/health/statistics/mental-illness
Neal, A. M. (2021). Somatic interventions to improve self‐regulation in children and adolescents. Journal of Child and Adolescent Psychiatric Nursing, 34(3), 171–180. https://doi.org/10.1111/jcap.12315
Pedrini, L., Meloni, S., Lanfredi, M., & Rossi, R. (2022). School‐based interventions to improve emotional regulation skills in adolescent students: A systematic review. Journal of Adolescence, 94(8), 1051– 1067. https://doi.org/10.1002/jad.12090
U.S. Department of Health and Human Services, Office of Population Affairs. (2024, February 28). Mental health for adolescents. https://opa.hhs.gov/adolescent-health/mental-health-adolescents
Vasa, R. A., & Mazurek, M. O. (2015). An update on anxiety in youth with autism spectrum disorders. Current Opinion in Psychiatry, 28(2), 83- 90. https://doi.org/10.1097/YCO.0000000000000133

Speakers

Susan Frisbie-Yu

Faculty Specialist I, Western Michigan University

Susan Frisbie-Yu has over 10 years of experience in clinical instruction and joined the faculty of Western Michigan University’s Occupational Therapy Department in a full-time capacity in 2025. Her clinical experience in outpatient and home/community-based practice has focused on... Read More →

Friday October 2, 2026 9:45am - 10:45am CDT
Rhine (50) POSTERS

Poster

9:45am CDT

Sex Ed, Reframed: Supporting Sexuality as an Occupation in Neurodivergent Adolescents

LIMITED

Friday October 2, 2026 9:45am - 10:45am CDT

Rhine (50) POSTERS

Limited Capacity seats available

Sexuality is a meaningful and essential occupation that contributes to identity, participation, and overall well-being. Despite its inclusion within Activities of Daily Living in the Occupational Therapy Practice Framework (OTPF-4), sexuality remains under-addressed in both practice and education—particularly for neurodivergent adolescents. Traditional sexual health education programs are often designed for neurotypical learners and fail to account for differences in sensory processing, communication, cognition, and social understanding. As a result, neurodivergent youth are at increased risk for misinformation, unsafe experiences, and reduced participation in healthy relationships.

This session will explore the role of occupational therapy practitioners in addressing gaps in sexual health education through an occupation-based, client-centered lens. Attendees will examine current evidence highlighting barriers to accessible sexual education and identify practical, evidence-informed strategies to support participation in sexuality-related occupations. Emphasis will be placed on adapting educational approaches using visual supports, concrete language, repetition, and real-life application strategies such as role-play and social stories.

Drawing from current literature and a mixed-methods capstone study, this presentation will introduce a prototype occupational therapy–centered framework for sexual health education tailored to neurodivergent adolescents. The framework integrates key models including the Model of Human Occupation (MOHO) and the Ex-PLISSIT model to support therapeutic communication, individualized intervention, and skill generalization across environments.

Participants will leave with increased confidence in addressing sexuality within scope of practice, strategies for interdisciplinary collaboration, and tools to promote autonomy, safety, and meaningful participation for neurodivergent youth.

American Occupational Therapy Association. (2017). AOTA Vision 2025. American Journal of Occupational Therapy, 71(2), 7112410010. https://doi.org/10.5014/ajot.2017.713001

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), 7412410010. https://doi.org/10.5014/ajot.2020.74S2001

Andreassen, K., Quain, J., & Castell, E. (2024). Stop leaving people with disability behind: Reviewing comprehensive sexuality education for people with disability. Health Education Journal, 83(4), 1–11. https://doi.org/10.1177/00178969241269656

Bassett, R., Lloyd, C., & King, R. (2020). Sexuality and occupational therapy: A systematic review. British Journal of Occupational Therapy, 83(7), 387–399.
Beato, A., et al. (2024).

Experiencing intimate relationships and sexuality: A qualitative study with autistic adolescents and adults. Sexuality and Disability, 42(2), 215–230. https://doi.org/10.1007/s11195-024-09838

Bloor, D. (2022). Investigating the challenges of teaching sex education to autistic learners: A qualitative exploration of teachers’ experiences. Research in Developmental Disabilities, 123, 104145. https://doi.org/10.1016/j.ridd.2022.104145

Brown-Lavoie, S. M., Viecili, M. A., & Weiss, J. A. (2014). Sexual knowledge and victimization in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(9), 2185–2196. https://doi.org/10.1007/s10803-014-2093-y

Daigneault, I., Paquette, G., de la Sablonnière-Griffin, M., & Dion, J. (2023). Childhood sexual abuse, intellectual disability, and subsequent physical and mental health disorders: A matched cohort study. American Journal on Intellectual and Developmental Disabilities, 128(2), 134–145. https://doi.org/10.1352/1944-7558-128.2.134

Davies, A. (2025). Sexuality education for disabled children and youth: Addressing epistemic injustice through school-based sexuality education. Children & Society. https://doi.org/10.1111/chso.12843

Dekker, L. P., van der Putten, A. A., & Vlaskamp, C. (2020). Sexuality and people with intellectual disabilities: A meta-analytical study of attitudes and knowledge. Research in Developmental Disabilities, 97, 103557.

Hauksdóttir, M. H. (2024). Sex education for children with intellectual disabilities and autism spectrum disorder (Master’s thesis, University of Iceland).

Lehn, A. S., González, S. S., Pisterman, S., Streck, D. R., & de Moura, A. C. (2025). Breaking taboos: Understanding children’s sexuality in early childhood pedagogical practice. Frontiers in Education, 10, 1546431. https://doi.org/10.3389/feduc.2025.1546431

Mainzer, T. (2022). Empowering the neurodiverse community through sex education (Master’s thesis, California State University, Monterey Bay).

McKenney, E. E. (2024). “You don’t ‘just know’”: Difficulties in determining desire, consent, and sexual agency among neurodivergent adolescents. Sexuality and Disability, 42(3), 345–360. https://doi.org/10.1007/s11195-024-09857-8

Meyer, E. (2025). Comprehensive sex education and its implication for life skills development: A literature review. Tufts University School of Medicine.
Panagiotakopoulou, A., Vasileiou, I., & Katsarou, D. V. (2024). Investigation of sexual education programs for adolescents with autism and the role of parents. Macedonian Medical Review, 36(2), 155–159.

Pedgrift, K., & Sparapani, N. (2022). The development of a social-sexual education project for adults with neurodevelopmental disabilities. Sexuality and Disability, 40(4), 1–14. https://doi.org/10.1007/s11195-022-09743-1

Singh, A., et al. (2025). Beyond the birds and bees: Why comprehensive sexuality education is a game-changer. Cureus, 17(8), e89479.

Speakers

Rachel Batten

Occupational Therapist, Adjunct Faculty, Speakeasy Therapy Services, Adaptive Minds ABA, Hawaii Pacific University

Rachel Batten, PP-OTD(c), MSOT, OTR/L, ASDCS, PRIS is an occupational therapist, educator, and emerging scholar specializing in pediatric practice, neurodiversity, and sexuality as a meaningful occupation. With over five years of clinical experience and a strong background in leadership... Read More →

Friday October 2, 2026 9:45am - 10:45am CDT
Rhine (50) POSTERS

Poster

9:45am CDT

Using Virtual Reality to Prepare Students for Difficult Conversations in Healthcare

LIMITED

Friday October 2, 2026 9:45am - 10:45am CDT

Rhine (50) POSTERS

Limited Capacity seats available

The poster will display the results from a pilot study completed with occupational therapy and social work students using virtual simulation to practice assessing a veteran client for suicidal ideation and intent. The aim of the study was to assess if students would report increased confidence and perceived competence as a result of the training, and to compare the experience using immersive (headset) versus non-immersive (PC or mobile device). Additionally, the researchers completed a qualitative analysis of an interdisciplinary discussion board completed by participants post-simulation. The Surgeon General’s 2022 report Addressing Health Worker Burnout called on academic institutions to “...better prepare students and trainees for coping with morally and psychologically distressing situations…” (p. 46).Kirby et al. (2020) surveyed 134 pediatric occupational therapists about their experiences with suicide in practice, and 95% reported they may interact with suicidal youth, but only 21% felt confident they could recognize the signs of suicidal ideation. This research is innovative in its integration of virtual reality with voice recognition and asynchronous discussion to create a unique educational experience. While simulation-based learning is not new, the use of virtual avatars that can express emotions and respond to voice commands is not well-established in the literature. Immersive virtual reality has become a more common instructional tool for skill-based physician and nursing education but is only emerging as an educational tool for soft skill development in allied occupational therapy education.

References:
U.S. Department of Health and Human Services (2022). Addressing health worker burnout: The U.S. Surgeon General’s advisory on building a thriving health workforce [PDF]. https://www.hhs.gov/sites/default/files/health-worker-wellbeing-advisory.pdf
Kirby, A.V., Terrill, A.L., Schwartz, A., Henderson, J., Whitaker, B.N., & Kramer, J. (2020). Occupational therapy practitioners' knowledge, comfort, and competence regarding youth suicide. Occupational Therapy Journal of Research: Occupation, Participation and Health, 40(4), 270-276. DOI" 10.1177/1539449220908577

Speakers

Angela Smith

Clinical Assistant Professor and Academic Fieldwork Coordinator, University of Michigan-Flint

Angela Smith is a Clinical Assistant Professor and Academic Fieldwork Coordinator for the Occupational Therapy Doctoral Program at the University of Michigan-Flint. Her work focuses on innovative approaches to preparing students for clinical practice, including virtual reality training... Read More →

Friday October 2, 2026 9:45am - 10:45am CDT
Rhine (50) POSTERS

Poster

9:45am CDT

AI and OT Practice: Is “this” Ethical?

LIMITED

Friday October 2, 2026 9:45am - 11:45am CDT

Bach (88)

Limited Capacity seats available

There are two new resources for OT practice in the state of Michigan…generative AI and the MiOTA Ethics Committee. There is no question that AI is rapidly changing the way we teach, plan, practice, and document occupational therapy services. As with any new technology, it is important that we evaluate our actions from an ethical perspective. In this session, members of the Ethics Committee will provide a framework and tools with which to evaluate engagement with AI.

Learning outcomes:
By the end of this session, participants will:
1. Identify the occupational therapy practitioner's non-delegable ethical responsibility for clinical decisions, documentation, and treatment plans, even when AI tools are used to support or generate those outputs.
2. Analyze scenarios involving AI-assisted documentation and clinical communication to recognize potential violations of client confidentiality, HIPAA regulations, and data privacy obligations when protected health information is entered into AI platforms.
3. Evaluate how algorithmic bias in AI tools—stemming from non-representative training data—can compromise the ethical principle of justice and lead to inequitable service delivery across diverse client populations (e.g., age, race, geography, disability status).
4. Differentiate between regulatory approval or commercial availability of an AI tool and the ethical obligation to apply professional clinical judgment, informed consent processes, and population-specific considerations before integrating that tool into practice.
5. Apply the ethical principles of veracity and transparency to determine appropriate ways to communicate with clients, caregivers, and interprofessional team members about how AI informs clinical recommendations and decision-making.
6. Articulate a framework for ethical AI integration in occupational therapy that positions AI as a clinical support tool within occupation-centered professional reasoning—neither replacing clinical judgment nor being avoided entirely—consistent with the AOTA Code of Ethics.

References:
AOTA. (2025, April). Policy E.19 Ethical use of artificial intelligence (AI). https://www.aota.org/-/media/corporate/files/aboutaota/officialdocs/policies/e19-ethical-use-of-artificial-intelligence-ai-2025.pdf

Jozkowski, A. C. (2025, September 24). The Issue Is--Artificial intelligence and occupational therapy: From emerging occupation to education, practice, and policy imperative. American Journal of Occupational Therapy, 79, 7906347100. https://doi.org/10.5014/ajot.2025.051283

Mulford, D. (2025, March 6). AI in higher education: A meta summary of recent surveys of students and faculty. Campbell Academic Technology Services. https://sites.campbell.edu/academictechnology/2025/03/06/ai-in-higher-education-a-summary-of-recent-surveys-of-students-and-faculty/?utm_source=chatgpt.com

Speakers

Juliane Chreston

Assistant Dean/School of Health Professions, Program Director/OTD Program, Professor, Concordia University Ann Arbor

Juliane H. Chreston, OTD, OTRL is the founding program director of the entry-level Doctor Occupational Therapy (OTD) program at Concordia University Ann Arbor. Dr. Chreston earned a Bachelor of Arts and Certificate in Occupational Therapy from Wayne State University, a Master of... Read More →

Paul Webb

Vice President, MiOTA

Bio coming soon

Friday October 2, 2026 9:45am - 11:45am CDT
Bach (88)

2 hour session

9:45am CDT

The Role of Occupational Therapy in Assessing and Treating Medication Management

LIMITED

Friday October 2, 2026 9:45am - 11:45am CDT

Beethoven (96)

Limited Capacity seats available

Medication management is a complex occupation that significantly impacts health outcomes, safety, and participation in everyday outcomes. Occupational therapy practitioners play a distinct role in promoting medication adherence by evaluating performance barriers, analyzing routines and contexts, and implementing client-centered strategies. This interactive 2 hour session will explore occupational therapy's role in medication management across adult practice setting including assessment approaches, functional cognition considerations, environmental modifications, habit formation strategies, and interprofessional collaboration. Participants will examine evidence-based interventions and practical clinical application to support safe, effective medication management. Additionally, participants will learn to implement and interpret two assessment tools that can be easily adopted within their practice. References: American Occupational Therapy Association (2017). Occupational therapy's role in medication management. American Occupational Therapy, 71(Suppl. 2). Schwartz, J. K. & Smith, R. O. (2016). Intervention promoting medication adherence: A randomized, Phase 1, small-N study. American Journal of Occupational Therapy, 70, 7006240010. Zartman, A. L., et al. (2013). The Pillbox Test: An ecological measure of executive functioning and estimate of medication management abilities. Archives of Clinical Neuropsychology, 28, 307-319.

Speakers

Dr. Cathleen Johnson, OTD, OTRL, FMIOTA, FNAP, FAOTA

Director of Admissions, Associate Professor, South College

Dedicated professional with 36 years of experience creating rehabilitation programs and productive learning environments while utilizing various methodologies to increase student satisfaction. Quality leader who leverages creativity and teaching experience to engage a diverse student... Read More →

Friday October 2, 2026 9:45am - 11:45am CDT
Beethoven (96)

2 hour session

11:00am CDT

“From Broken Brain to Better: One OT’s Real Recovery Through the Four Pillars of Neurostability”

LIMITED

Friday October 2, 2026 11:00am - 12:00pm CDT

Brahams (88)

Limited Capacity seats available

In 2019, after practicing as an Occupational Therapist for more than 20 years, I lost my career, home, and financial security due to a severe neurological health crisis involving temporal lobe epilepsy. I was experiencing frequent temporal lobe focal seizures, memory gaps, visual distortions, olfactory hallucinations, waves of unexplained fear, and periods of disorientation where I did not know who or where I was. At times I looked like a dementia patient on a memory impairment ward. I felt completely alone after multiple unsuccessful attempts to get meaningful help from the Michigan Epilepsy Foundation. I had no medical care or assistance. Five years later, under identical testing conditions, my EEG showed no epileptic activity.
This session shares my personal recovery story, comparative sleep deprived EEG reports, and the simple, daily “Four Pillars of Neurostability” that made the difference: Metabolic Health, Sleep as Electrical Reset, Gentle Movement, and Stress Reduction. Rather than relying on high motivation or super-human willpower, I turned these pillars into small, sustainable habits while continuing to work full-time as a blue collar worker.
Participants will hear the honest human experience behind neurological recovery — including what actually helped me climb out of deep hopelessness — and leave with practical, client-centered strategies they can immediately use in occupational therapy practice with individuals living with seizures, stroke, brain injury, and other neurological conditions. I am no hero.

Learning Objectives
By the end of this session, participants will be able to:

Identify common barriers clients face when trying to access support for seizures and neurological conditions.
Describe the Four Pillars of Neurostability and how each pillar supports brain health and seizure threshold.
Apply practical, habit-based strategies from each pillar to occupational therapy interventions for clients with neurological challenges.
Recognize the value of validating the client’s lived experience when addressing “invisible” symptoms such as focal aware seizures.

Speakers

Donna L Roe

Owner, Rewriting Wellness LLC

My name is Donna Roe. I practiced as a licensed Occupational Therapist for over 20 years in both clinical and academic settings. During a severe neurological health crisis involving temporal lobe epilepsy, I lost my career, home, and financial security. I experienced frequent seizures... Read More →

Friday October 2, 2026 11:00am - 12:00pm CDT
Brahams (88)

1 hour session

11:00am CDT

Understanding the Preschool Sensory Environment: A Research Study & Implications for Practice

LIMITED

Friday October 2, 2026 11:00am - 12:00pm CDT

Danube (50)

Limited Capacity seats available

This session focuses on the research and practical implications of the preschool sensory environment. After a brief review of what is currently known in the literature about preschool sensory environments and their relevance for children's participation, we will present the findings from our current ongoing research into teachers' perspectives on their own preschool classroom environments. Finally, we will link the body of research and our own findings to practical implications for occupational therapists working in these early childhood environments, highlighting opportunities for OTs to work with teachers to create supportive sensory environments.

References:
Kuhaneck, H. M., & Kelleher, J. (2015). Development of the classroom sensory environment assessment (CSEA). The American Journal of Occupational Therapy, 69(6), 6906180040p1-6906180040p9.

Piller, A., & Pfeiffer, B. (2016). The sensory environment and participation of preschool children with autism spectrum disorder. OTJR: occupation, participation and health, 36(3), 103-111.

Tamblyn, A., Sun, Y., May, T., Evangelou, M., Godsman, N., Blewitt, C., & Skouteris, H. (2023). How do physical or sensory early childhood education and care environment factors affect childr

Speakers

Tricia Foster

Associated Professor, Western Michigan University

Tricia Foster, PhD, OTR/L, is an occupational therapist and Associate Professor of Occupational Therapy at Western Michigan University. Her research, clinical, and teaching interests intersect in the area of supporting young children’s engagement and participation in their home... Read More →

Friday October 2, 2026 11:00am - 12:00pm CDT
Danube (50)

1 hour session

11:00am CDT

Why did I even learn models?: The recipes passed down to us

LIMITED

Friday October 2, 2026 11:00am - 12:00pm CDT

Mosel (50)

Limited Capacity seats available

Although commonly regarded as uninteresting and/or useless by students and therapists alike (Additional-Match-422, 2024), this presentation explains the necessity that Models of Practice have in occupational therapy. We emphasize their importance in articulating occupational therapy’s unique contributions, supporting evidence-based practice, and acting as a platform for discussion (Hagedorn, 1993). Drawing an analogy between MOPs and recipes in the kitchen, our presentation makes the models’ role in practice more clear. The Occupational Therapy Practice Framework defines the domain (kitchen); the MOPs (recipes) structure practice; and the Frames of Reference (techniques) provide specific methods to create therapeutic outcomes (meals). We encourage the use and understanding of models, reinforcing the idea that models support, rather than replace, clinical reasoning and client-centered practice. Ultimately, we hope to stress the role that models serve to maintain our ability to best serve our clients and ensure occupational therapy’s future as a respected healthcare discipline.

References
Additional-Match-422. (2024) How often do you refer back to or use models or theories in practice? [Online forum post]. Reddit. https://www.reddit.com/r/OccupationalTherapy/comments/1avnjpt/how_often_do_you_refer_back_to_or_use_models_or/
Hagedorn, R. (1993). Models for practice in occupational therapy: Part 2, what use are they? British Journal of Occupational Therapy, 56(2), 59–62. https://doi.org/10.1177/030802269305600207
Occupational Therapy Practice Education Collaborative – Queensland (OTPEC-Q). (2016). Occupational therapy models of practice: Key concepts (Version 3). https://otpecq.group.uq.edu.au/files/2388/OT%20Models%20of%20practice%20KC%20v3%20FINAL.pdf
Wong, S. R., & Fisher, G. (2015). Comparing and Using Occupation-Focused Models. Occupational therapy in health care, 29(3), 297–315. https://doi.org/10.3109/07380577.2015.1010130
Yatczak, J. (2025). Introduction to theory in occupational therapy [Powerpoint slides]. Eastern Michigan University Canvas Page. https://emich.instructure.com/courses/93992/files/18391009?wrap= 1

Speakers

Jessica Lyseng

Student, Eastern Michigan University

Jessica Lyseng is in her second year of the combined BS+MSOT program at Eastern Michigan University. Jessica is originally from Homewood, IL and works at a youth homeless shelter nearby campus. She is finding the swing of things in her occupational therapy journey , and is very motivated... Read More →

Friday October 2, 2026 11:00am - 12:00pm CDT
Mosel (50)

1 hour session

12:00pm CDT

Exhibitors and Lunch

LIMITED

Friday October 2, 2026 12:00pm - 1:00pm CDT

Exhibit Hall - Lower Level (River Lobby)

Limited Capacity seats available

Friday October 2, 2026 12:00pm - 1:00pm CDT
Exhibit Hall - Lower Level (River Lobby)

common

12:00pm CDT

Exhibitors and Lunch

LIMITED

Friday October 2, 2026 12:00pm - 1:00pm CDT

Exhibit Hall - Upper Level (Composer Lobby)

Limited Capacity seats available

Friday October 2, 2026 12:00pm - 1:00pm CDT
Exhibit Hall - Upper Level (Composer Lobby)

common

1:00pm CDT

“I’m just not that creative”: Everyday creativity in OT practice

LIMITED

Friday October 2, 2026 1:00pm - 2:00pm CDT

Brahams (88)

Limited Capacity seats available

Creativity is often conceptualized as exceptional aptitude for artistic or musical endeavors, implying extraordinary innate talent, or "Big C" creativity. However, creativity is inherent in all individuals occupying a meaningful space in everyday life, or "Small C" creativity (Coffey, 2015). Creativity is associated with attributes such as originality, problem-solving, flexibility, resourcefulness, and self-expression (Oven, 2020). Creativity can occur at both the individual and organizational levels. Understanding creativity necessitates consideration of the dynamic interaction between the person and the environment (West & Sacramento, 2023). This session will investigate creativity as a therapeutic modality and a cognitive approach, exploring types of creativity, advantages of cultivating a creative practice (for both the individual and their clients), factors that support or constrain creative expression, and strategies for enhancing creativity (Godin, 2020). The session aims to dispel common misconceptions about creativity, enabling participants to transcend self-imposed limitations and integrate creativity into their professional and personal lives.

Speakers

Kathleen (Katie) Garvey, OTRL, CAPS

owner, Sustain-Hability, LLC

Katie helped to establish the Ease the Day (ETD) Respite Care Program at Chelsea Senior Center from 2023 to 2025. Her prior work with Positive Approach to Care ™ (PAC) in a CCRC and reopening a shuttered adult day health center helped the ETD program to flourish and grow. She was... Read More →

Jayne Yatczak, PhD, OTRL

Professor, Eastern Michigan University

Jayne Yatczak, PhD, OTRL is a full professor and former program director of the Occupational Therapy Program at Eastern Michigan University (EMU). She has been an occupational therapist for over 20 years. She has experience in clinical education, acute care, sub-acute rehab, and inpatient... Read More →

Friday October 2, 2026 1:00pm - 2:00pm CDT
Brahams (88)

1 hour session

1:00pm CDT

Don’t Push Your Clients Off a Cliff: A Contextual Financial Consideration for Low-Income Clients

LIMITED

Friday October 2, 2026 1:00pm - 2:00pm CDT

Danube (50)

Limited Capacity seats available

Occupational Therapists aim to improve the quality of life for their clients. With some of these outcomes, their clients are able to increase their income. Although this is something to be celebrated, many low-income clients are brought to the edge of a benefits cliff:
Either take the raise at work but become ineligible for government support, or deny the raise but keep the benefits that are helping their family survive.
In most cases, the amount of money gained from their raise in income does not come near the amount that they were receiving in benefits. (Circles USA, 2019) This loss of benefits, or benefits cliff, leaves clients struggling to support themselves and their families. If practitioners, clients, or policy makers are not aware of this cliff, then they are unable to prepare for it or change the system that causes it. This session aims to educate practitioners on the reality of benefits cliffs and what can be done about them, both on a client and system level, so that our clients can continue to improve their lives without the risk of falling into a new unexpected financial situation.

References

Circles USA. (2019). THE CLIFF EFFECT: Policy Recommendations for Advocates, Leaders, and Stakeholders What can key supporters do next to support the current and future needs of Michigan’s people? Circles USA. https://www.circlesusa.org/post/the-cliff-effect-policy-recommendations-for-advocates-leaders-and-stakeholders
Spitzer, A., Chandler, J., Hicks, B., & Thal, D. (2024). Understanding Economic Risk for Low-Income Families Economic Security, Program Benefits, and Decisions About Work. In ASPE. The Office of the Assistant Secretary for Planning and Evaluation. https://www.aspe.hhs.gov/sites/default/files/documents/5fdf4788ea74f64930c7b201e6523079/Economic-Risk-Report.pdf
Thampi, K. (2011, May 11). When Work Supports Don’t Support Work: A Case for Parental Health Coverage in Mississippi. National Center for Children in Poverty. https://www.nccp.org/publication/when-work-supports-dont-support-work/
U.S. Department of Health and Human Services. (2019). Navigating Benefits Cliffs in HPOG Navigating Benefits Cliffs in HPOG

Speakers

Jessica Lyseng

Student, Eastern Michigan University

Friday October 2, 2026 1:00pm - 2:00pm CDT
Danube (50)

1 hour session

1:00pm CDT

Restoring What Matters: The Thamman Method of Myofascial Manipulation — An Occupation-Centered Framework for Bilateral Fascial Release, Neuromuscular Re-Education, and Return to Fearless Daily Function

LIMITED

Friday October 2, 2026 1:00pm - 2:00pm CDT

Mosel (50)

Limited Capacity seats available

Adaptive equipment is an essential OT tool — but it should be the last resort, not the first response. When a client cannot open a jar, button a shirt, or reach overhead to dress, the occupation-centered question is whether the underlying restriction can be restored before compensation becomes the permanent solution. For the chronic musculoskeletal conditions that dominate physical rehabilitation caseloads — carpal tunnel syndrome, trigger finger, arthritic hands, lateral epicondylalgia, and shoulder restriction — restoration is achievable when two mechanisms driving chronicity are directly addressed: bilateral compensatory fascial loading and neurological guarding that persists long after tissue release.
This evidence-based presentation introduces the Thamman Method of Myofascial Manipulation, a three-phase occupation-centered bilateral manual therapy framework grounded in the OTPF-4 and measured through the COPM, PSFS, and DASH. Attendees will learn how bilateral fascial assessment, a four-layer MFR sequence, and task-specific automaticity training restore fearless, automatic occupational performance — eliminating the need for adaptive equipment entirely.

References

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 74(Suppl. 2), 7412410010.
Cup, E. H. C., Scholte op Reimer, W. J. M., Thijssen, M. C. E., & van Kuyk-Minis, M. A. H. (2003). Reliability and validity of the Canadian Occupational Performance Measure in stroke patients. Clinical Rehabilitation, 17(4), 402–409.
Hudak, P. L., Amadio, P. C., & Bombardier, C. (1996). Development of an upper extremity outcome measure: The DASH. American Journal of Industrial Medicine, 29(6), 602–608.
Kleim, J. A., & Jones, T. A. (2008). Principles of experience-dependent neural plasticity: Implications for rehabilitation after brain damage. Journal of Speech, Language, and Hearing Research, 51(1), S225–S239.
Langevin, H. M., & Huijing, P. A. (2009). Communicating about fascia: History, pitfalls, and recommendations. International Journal of Therapeutic Massage and Bodywork, 2(4), 3–8.
Law, M., Baptiste, S., Carswell, A., McColl, M. A., Polatajko, H., & Pollock, N. (2019). Canadian Occupational Performance Measure (5th ed., rev.). CAOT Publications.
Myers, T. W. (2014). Anatomy trains: Myofascial meridians for manual and movement therapists (3rd ed.). Churchill Livingstone Elsevier.
Schleip, R. (2003). Fascial plasticity: A new neurobiological explanation. Part 1. Journal of Bodywork and Movement Therapies, 7(1), 11–19.
Stratford, P., Gill, C., Westaway, M., & Binkley, J. (1995). Assessing disability and change on individual patients: A report of a patient-specific measure. Physiotherapy Canada, 47(4), 258–263.
Swinnen, S. P., & Wenderoth, N. (2004). Two hands, one brain: Cognitive neuroscience of bimanual skill. Trends in Cognitive Sciences, 8(1), 18–25.
Vlaeyen, J. W. S., & Linton, S. J. (2000). Fear-avoidance and its consequences in chronic musculoskeletal pain: A state of the art. Pain, 85(3), 317–332.
Woby, S. R., Roach, N. K., Urmston, M., & Watson, P. J. (2005). Psychometric properties of the TSK-11. Pain, 117(1–2), 137–144.

Speakers

Sanjeev Thamman

Occupational Therapist / Owner, Cascade Physical Therapy & Rehabilitation P.C.

Sanjeev Thamman, MHS OTR, and Bindu Thamman, PT, are the founders of Cascade Physical Therapy and Rehabilitation in Grand Rapids, Michigan, where they have maintained a private practice since 2008. Sanjeev has practiced occupational therapy since 1990 and holds a Master of Health... Read More →

Friday October 2, 2026 1:00pm - 2:00pm CDT
Mosel (50)

1 hour session

1:00pm CDT

The Occupation of Suicide: How People with Autism Die at Alarming Rates Due to Suicide

LIMITED

Friday October 2, 2026 1:00pm - 2:00pm CDT

Beethoven (96)

Limited Capacity seats available

In the United States, suicide ranks as a leading cause of death among individuals with autism. Compared to non-autistic adults, those with autism are significantly more prone to thoughts, behaviors, and feelings surrounding suicide. Youth with autism face a higher risk; according to the American Foundation for Suicide Prevention, they are three times more likely to suffer from depression and eight times more likely to experience suicidal thoughts and actions than their non-autistic peers. As the number of people diagnosed with Autism Spectrum Disorder continues to grow in the United States, it becomes crucial for occupational therapists to understand the risk factors, signs, and mental health issues linked to suicidality in both youth and adults with autism. Using the Occupational Adaptation Model and the Ecology of Human Performance model, occupational therapists can intervene in these situations and help this population with this specific problem in practice.

References:

Autistic burnout explained. Embrace Autism. (2026, March 6). https://embrace-autism.com/autistic-burnout/#:~:text=This%20can%20delay%20awareness%20of,Josyfon%20et%20al.%2C%202023)

Dunn, W., Brown, C., & McGuigan, A. (1994). The ecology of human performance: A framework for considering the effect of context. American Journal of Occupational Therapy, 48, 595-607.
Guan, J., & Li, G. (2017). Injury mortality in individuals with autism. American Journal of Public Health, 107(5), 791–793. https://doi.org/10.2105/ajph.2017.303696
Oswald, K. (n.d.). Autistic burnout: What it is and how to prevent it presenter: Katie Oswald. https://med.stanford.edu/content/dam/sm/neurodiversity/documents/SIGNeurodiversity/Katie-Oswald-Autistic-Burnout-presentation-March-2022.pdf
Pelton, M.K., Crawford, H., Robertson, A.E. et al. Understanding Suicide Risk in Autistic Adults: Comparing the Interpersonal Theory of Suicide in Autistic and Non-autistic Samples. J Autism Dev Disord 50, 3620–3637 (2020). https://doi.org/10.1007/s10803-020-04393
Marshall, C. A., Crowley, P., Carmichael, D., Goldszmidt, R., Aryobi, S., Holmes, J., Easton, C., Isard, R., & Murphy, S. (2022). Effectiveness of Suicide Safety Planning Interventions: A systematic review informing occupational therapy. Canadian Journal of Occupational Therapy, 90(2), 208–236.

Speakers

Katherine Nurss

Student, Eastern Michigan University

Katherine(Katie)Nurss is an Occupational Therapy student at Eastern Michigan University. When she was diagnosed with Autism at age three, she had Occupational Therapy and wished to pursue Occupational Therapy to help others like her. She wishes to specialize in neurorehabilitation... Read More →

Friday October 2, 2026 1:00pm - 2:00pm CDT
Beethoven (96)

1 hour session

1:00pm CDT

Thriving in the Trenches: A Guide for Occupational Therapists Navigating the School System.

LIMITED

Friday October 2, 2026 1:00pm - 2:00pm CDT

Bach (88)

Limited Capacity seats available

Whether you are a new school-based occupational therapist or transitioning from another practice setting, this interactive panel discussion is designed to help you successfully navigate the educational environment with confidence. Experienced school-based clinicians will share practical strategies, quick tips, and real-world insights to help you understand the unique responsibilities of school-based practice while supporting positive outcomes for students and fostering therapist confidence, effectiveness, and well-being.
Discussion will include strategies for transitioning into the school system, understanding the realities of educational practice, supporting students with IEPs through meaningful, occupation-centered services, preventing therapist burnout, and building a rewarding and sustainable career in school-based practice.
Together, we’ll explore questions such as:

What should I know before transitioning into school-based practice?
What are the biggest differences between school-based practice and other clinical settings?
How can I support positive outcomes for students while becoming a confident and effective school-based therapist?
What practical strategies can help me stay organized, efficient, and successful throughout the school year?
How can I protect my mental well-being and reduce the risk of therapist burnout?
How do I keep occupation at the center of educationally relevant services for students with IEPs?
What advice do experienced school-based clinicians wish they had received when they first entered the schools?

Learning Objectives:

Differentiate school-based occupational therapy from other practice settings.
Implement practical strategies that support a successful transition into school-based practice.
Integrate occupation-centered approaches that promote educational participation for students with IEPs.
Identify strategies that support therapist well-being, resilience, and long-term success in the educational setting.

Speakers

Rosielee Wicks, OTRL

Occupational Therapist, Detroit Public Schools Community District

Rosielee is an occupational therapist with more than 25 years of experience in both neurorehabilitation and school-based practice. Her clinical background includes acute care, burn rehabilitation, and serving students with neurodiverse educational needs. She is passionate about supporting... Read More →

Kimberly L. Trueheart, OTR/L

Lead OTRL, Detroit Public Schools Community District

Kimberly L. Trueheart, OTR/L is a licensed occupational therapist with more than 35 years of clinical experience spanning acute care, rehabilitation, and school-based practice. She is a member of the Michigan Occupational Therapy Association (MiOTA) and serves as the Lead OT Ancillary Staff member with the Detroit... Read More →

Karen P Tibbs, MS, OTRL, FMiOTA

At The Merger

Karen Tibbs, MS, OTR/L, FMiOTA is the Founder and Owner of At The Merger LLC and a Governor-appointed member of the Michigan Board of Occupational Therapy. With more than 30 years of pediatric and school-based occupational therapy experience, she has served students, families, and educational teams in a variety... Read More →

Ruth White, MA,OTRL

OTRL, Detroit Public Schools Community District

Ruth White is a seasoned Occupational Therapist with 37 years of experience, including 26 dedicated years within the Detroit Public Schools Community District (DPSCD). She currently serves at the Drew Transitional Center, where she focuses on empowering older students by developing... Read More →

Friday October 2, 2026 1:00pm - 2:00pm CDT
Bach (88)

1 hour session

1:00pm CDT

An Examination of the Efficacy and Cost-Effectiveness of a Community-Based Occupational Therapy Home Modification Program for Older Adults

LIMITED

Friday October 2, 2026 1:00pm - 2:00pm CDT

Rhine (50) POSTERS

Limited Capacity seats available

Poster Presentation:
Poster will present existing literature and systematic reviews on the cost-effectiveness and efficacy of occupational therapy home modification programs in reducing fall incidents and subsequent healthcare utilization in older adults. Presenters will present literature review results comparing and contrasting data from Safe at Home Program with Ypsilanti Meals on Wheels (SaH/YMOW).

Speakers

Clara Cronin

OT Student, Eastern Michigan

Makenna Strack

OT Student, Eastern Michigan University

Carolyn Ferrer

Assistant Professor, Eastern Michigan University

Dr. Ferrer, OTD, OTR/L, is a seasoned occupational therapist with over 15 years of experience in inpatient rehabilitation, specializing in complex recovery for stroke, spinal cord injury, brain injury, and cardiac conditions. A 2025 graduate of the Boston University Post-Professional occupational therapy... Read More →

Friday October 2, 2026 1:00pm - 2:00pm CDT
Rhine (50) POSTERS

Poster

1:00pm CDT

Moving on from Key Milestones: Potential Roles of OT in Collegiate Athlete Retirement

LIMITED

Friday October 2, 2026 1:00pm - 2:00pm CDT

Rhine (50) POSTERS

Limited Capacity seats available

Athletics are an integral part of life for many individuals from childhood through young adulthood. Furthermore, the transition out of competitive sport mirrors a major life change extending beyond physical performance. Athletic retirement is often accompanied by challenges to mental health and life satisfaction as a result of identity shifts, changes in daily routines, and a journey to finding a new source of social belonging.
Whether preparation precedes it or not, adapting to life after sports can be complex, requiring individuals to redefine their sense of purpose and find new meaningful occupations outside of sport. Thus, understanding the challenges within this transition is essential for identifying how supportive professions, such as occupational therapy (OT), can support overall well-being as athletes navigate life beyond sports.
Therefore, this study, explores how individuals adjust to life after completing their collegiate athletic careers. The purpose of this study is to better understand how current and former athletes cope (or intend to cope) with this transition while providing occupational therapy student-led support to promote successful adaptation to life after sport. Participants are invited to complete 1 of 2 10-15 minute online surveys asking about their experiences (1) after leaving collegiate athletics or (2) their anticipated feelings about leaving collegiate athletics. The survey includes a mix of fill-in short answers and select-one options measured on a Likert scale. In addition, participants are invited to voluntarily take part in up to six, 45-60 minute, once per week focus groups over a six-week time frame, involving up to three research participants and up to three investigators per group. During these groups, participants have an opportunity to talk more deeply about their personal experiences and/or anticipated experiences with athletic retirement and may receive occupational therapy-related content to foster adaptation. The information gathered is used to identify common experiences and potential roles for occupational therapists in supporting this transition. This study is currently in progess with results pending. Findings from this study will help to inform future programs and resources designed to support this population.

Bopp, T., Stellefson, M., Stewart, M., Zhang, L., Apperson, A., & Odio, M. (2021). Wellness in transitions out of college sports participation: Experiences of former NCAA division I student-athletes. Journal for the Study of Sports and Athletes in Education, 18(1), 43–66. https://doi.org/10.1080/19357397.2021.1989273

Eagers, J., Franklin, R. C., Broome, K., & Yau, M. K. (2019). The experiences of work: Retirees’ perspectives and the relationship to the role of occupational therapy in the work-to-retirement transition process. WORK: A Journal of Prevention, Assessment & Rehabilitation, 64(2), 341-354. https://doi.org/10.3233/WOR-192996 (Original

Speakers

Mackenzie Amalia

Occupational Therapy Student, Eastern Michigan University

Mackenzie is a professional year 2 occupational therapy student at Eastern Michigan University. Mackenzie is a retired collegiate basketball athlete who's research interests include supporting the mental health aspects of individuals retiring from collegiate and professional sports... Read More →

Kaylynn Christoffers

Occupational Therapy Student, Eastern Michigan University

Kaylynn Christoffers is a professional year 2 occupational therapy student at Eastern Michigan University. Kaylynn is a retired athlete who's research interests include supporting the mental health aspects of individuals retiring from collegiate and professional sports in order to... Read More →

Olivia Emert

Occupational Therapy Student, Eastern Michigan University

Olivia is a professional year 2 occupational therapy student at Eastern Michigan University. Olivia's research interests include supporting the mental health aspects of individuals retiring from collegiate and professional sports in order to foster a productive change in occupational... Read More →

Friday October 2, 2026 1:00pm - 2:00pm CDT
Rhine (50) POSTERS

Poster

1:00pm CDT

Perceived Effectiveness of Occupational Therapy-Informed Wellness Education Provided to Music Students

LIMITED

Friday October 2, 2026 1:00pm - 2:00pm CDT

Rhine (50) POSTERS

Limited Capacity seats available

A legitimate profession that serves the livelihood of over 62 million people nationally, the music performance field has been marred by cases of physical injury for over two decades with few solutions in sight. This is particularly true for music students due to their rigorous course of study. Although sufficient research has been conducted on injuries themselves – which are biopsychosocial in nature – limited discourse exists on the effectiveness of prevention education provided to music students and musicians in general. The purpose of this study is to measure perceived effectiveness of prevention materials developed with an occupational therapy lens. Utilizing a cross-sectional survey design, it is proposed that responses will point towards the usefulness – and therefore, effectiveness – of education that is holistic and accessible. Results will also analyze music students’ understanding of music injury prior to receiving prevention education to determine if earlier prevention efforts are necessary for ensuring the music population’s wellbeing.
(From research proposal - research in progress)

Speakers

Joan Rissman

Occupational Therapy Student, Eastern Michigan University

Joan Rissman is a Master of Occupational Therapy student at Eastern Michigan University. She graduated from Michigan State University in 2023 with a Bachelor of Science in Kinesiology and a Minor in Music. Hailing from the city of Clawson, Michigan, Joan's first encounter with occupational... Read More →

Friday October 2, 2026 1:00pm - 2:00pm CDT
Rhine (50) POSTERS

Poster

1:00pm CDT

Service Learning Projects at a Therapeutic Health Camp

LIMITED

Friday October 2, 2026 1:00pm - 2:00pm CDT

Rhine (50) POSTERS

Limited Capacity seats available

Participants will learn about service-learning projects that Clinical Doctorate Occupational Therapy students completed at a Therapeutic Health Camp. These projects allowed camp therapists additional opportunities to evaluate and treat campers with disabilities. These projects not only significantly benefited the therapists working at the camp but they enhanced students learning by immersing in the daily routines of children with disabilities, challenging them to promote functional participation.

Speakers

Donna Case

intermittent lecturer, University of Michigan - Flint - Occupational Therapy department

I am an intermittent lecturer at the University of Michigan - Flint Occupational Therapy department. I retired after 30+ years working at Cooke School - Northville. My interests is in technology and human interface and individuals with disabilities.

Marra Robert, OTD, OTRL

Capstone Coordinator, Clinical Assistant Professor, University of Michigan - Flint

Dr. Robert is the Doctoral Capstone Coordinator and Clinical Assistant Professor in the Occupational Therapy Department at the University of Michigan-Flint. She is a national board-certified occupational therapist and licensed practitioner in the state of Michigan. Her clinical... Read More →

Friday October 2, 2026 1:00pm - 2:00pm CDT
Rhine (50) POSTERS

Poster

2:15pm CDT

Beyond the Syllabus: Actionable Strategies for Fostering Belonging Among Minority OT Students

LIMITED

Friday October 2, 2026 2:15pm - 3:15pm CDT

Mosel (50)

Limited Capacity seats available

While diversity in occupational therapy enrollment has seen incremental growth, securing a seat at the table is only the first step. For underrepresented and minority students, true academic success and clinical confidence depend heavily on a deep sense of institutional belonging. Factors that foster a student’s sense of belonging include aspects of one’s campus environment (Strayhorn, 2023). Strayhorn (2023) stated that Black students’ sense of belonging positively correlates with academic outcomes such as grades and persistence, and personal development such as identity. Students can feel out of place on other campuses that are dissimilar to their home communities. Students of color, for example, struggle with feelings of belonging in higher education, especially at PWIs (Matthews et al., 2022). Too often, traditional OT curricula and standard fieldwork models unintentionally reinforce systemic barriers, leading to psychological distress, isolation, and higher attrition rates among minority cohorts.
This educational seminar moves beyond theoretical definitions of equity to provide occupational therapy faculty, program directors, and fieldwork coordinators with concrete, evidence-based frameworks for cultivating inclusive educational environments. The speaker will examine hidden institutional barriers and outline effective methods to shift from mere representation to active retention.
Attendees will be guided through a series of illustrative case studies demonstrating how to establish psychological safety in both the classroom and clinical settings. Finally, attendees will identify strategies to improve inclusive practices.
Matthews, A. K., Abboud, S., Smith, A. U., Smith, C., Jeremiah, R., Hart, A., & Weaver, T.
(2022). Strategies to address structural and institutional barriers to success among
students of color in nursing programs. Journal of Professional Nursing, 40, 96–104.
https://doi.org/10.1016/j.profnurs.2022.03.005

Strayhorn, T. L. (2023). Estimating differences in the effects of living-learning community
participation on Black students’ sense of belonging at predominantly white and
historically black colleges and universities. Journal of College Student Development,
64(2), 225-230.
By the end of this session, participants will be able to:

Analyze at least three systemic or institutional barriers that uniquely impact the sense of belonging and academic performance of minority students in OT programs.
Consider culturally responsive teaching or mentorship frameworks that foster psychological safety in both classroom and fieldwork environments.
Identify strategies to assess and improve inclusive practices within their own OT curricula or student support systems.

Speakers

Kimberly Simpson

Program Coordinator/Professor-OTA Program, Mott Community College

Outside of her professional roles, Kim enjoys traveling and spending quality time with her husband, Willie, and celebrating the accomplishments of their children—Jada, Kameron, and Deborah—as they pursue their dreams. She especially loves keeping up with the adventures of her... Read More →

Friday October 2, 2026 2:15pm - 3:15pm CDT
Mosel (50)

1 hour session

2:15pm CDT

Building Authentic Relationship Skills and Making Friends: The Development of a Pediatric Social Skills Hierarchy

LIMITED

Friday October 2, 2026 2:15pm - 3:15pm CDT

Beethoven (96)

Limited Capacity seats available

Neurodiverse children and those who have experienced trauma sometimes struggle to make and keep friends. They may present with constant control seeking, trouble attending to conversational exchange, difficulty winning or losing games, apathy, or conversational monopolization. These behaviors may turn off peers and can stem from difficulty with regulation, self-esteem, or skill deficits. Also, decreases in felt-safety with peers are common in these children due to sensory processing challenges or past experiences.
There is a need for greater understanding of the underlying causes of relationship challenges that go beyond simple skill deficits. This presentation explores foundational characteristics that can underlie social connection difficulties and presents a hierarchy of skills that could lead to increases in connection and ultimately, quality of life.

Speakers

Michelle Ann Suarez

Professor, Western Michigan University

Michelle Suarez, PhD, OTR/L, is an occupational therapist and Professor of Occupational Therapy at Western Michigan University. Her research, clinical, and teaching interests include pediatric mental health and behavioral health including regulation, feeding, social skills and... Read More →

Friday October 2, 2026 2:15pm - 3:15pm CDT
Beethoven (96)

1 hour session

2:15pm CDT

Creation and Implementation of an Adaptive Fishing Program for Adults with Developmental Disabilities

LIMITED

Friday October 2, 2026 2:15pm - 3:15pm CDT

Danube (50)

Limited Capacity seats available

This presentation will discuss the development and implementation of the WMU Center for Disability Services Adaptive Fishing Program, an occupational therapy-based community recreation initiative designed to promote leisure participation and community engagement for individuals with disabilities. The session will review program development, adaptive fishing equipment, accessibility considerations, staff education, environmental modifications, and activity adaptation strategies used throughout the capstone experience. Attendees will learn how occupational therapy practitioners can facilitate meaningful participation in outdoor leisure occupations while addressing physical, cognitive, sensory, and psychosocial barriers. The presentation will also highlight the therapeutic benefits of adaptive recreation, including social participation, confidence, engagement, and quality of life. Practical recommendations for implementing similar adaptive recreation programs within community settings will be provided.

Speakers

William Johnson Herahon

William Johnson Herahon is a graduate of the Occupational Therapy
Doctorate (OTD) at Western Michigan University (WMU) and holds a
Bachelor of Arts of Psychology from Hope College. (At the time of this
proposal, he is eligible for board certification and will be scheduled for his
exa... Read More →

Friday October 2, 2026 2:15pm - 3:15pm CDT
Danube (50)

1 hour session

2:15pm CDT

Crossing Professions, the Transdisciplinary Nature of the CTAC Trauma Screening Checklist.

LIMITED

Friday October 2, 2026 2:15pm - 3:15pm CDT

Bach (88)

Limited Capacity seats available

The Child Trauma Assessment Center-Trauma Screening Checklist (CTAC-TSC) will be introduced and discussed. This screen has been used in several states and across an array of child-caring systems (e.g. courts, schools, child welfare, CMH). This presentation highlights the critical role of trauma screening in practice and its utility in supporting shared decision-making across social work and occupational therapy contexts. Emphasis will be placed on how early identification of trauma can reduce the risk of re-traumatization while promoting resilience and participation in daily occupations. Strategies will be shared for transdisciplinary intervention planning informed by both social work and occupational therapy perspectives. Findings will be shared from the CTAC-TSC and Sensory Profile 2 to illustrate the link between trauma exposure and sensory processing needs.

By the end of the presentation, attendees will be able to:

Describe key concepts, including trauma, complex trauma, and transdisciplinary practice.
Explain the utility of the CTAC-TSC and interpret potential functional and clinical outcomes based on screening results.
Apply information from the trauma screen to inform case planning, intervention approaches, and clinical workflow.
Adapt language and conceptual thinking to incorporate and apply knowledge from other disciplines.

Atchison, B. & Suarez, M. (2017). Interprofessional Practice and Education: Multiple Lenses Bring a Sharper Focus. The Open Journal of Occupational Therapy, 5(3), 1. https://doi.org/10.15453/2168-6408.1434
Bloom, S. (2023). A biocratic paradigm: Exploring the complexity of trauma-informed leadership and creating presence and trade. Behavioral Sciences. 13(5), 355. https://doi.org/10.3390/bs13050355
Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R., Hubbard, R., Kagan, R., Liautaud, J., Mallah, K., Olafson, E., van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390-398. https://doi.org/10.3928/00485713-20050501-05
Fraser, K., MacKenzie, D., & Versnel, J. (2019). What is the Current State of Occupational Therapy Practice with Children and Adolescents with Complex Trauma? Occupational Therapy in Mental Health, 35(4), 317–338. https://doi.org/10.1080/0164212X.2019.1652132
Henry, J., Black-Pond, C., & Richardson, M. (2016). CTAC trauma screening checklist ages 6-18. Retrieved https://wmich.edu/sites/default/files/attachments/u354/2017/Trauma%20Screening%20Checklist%206-18%20revised%203-2016.pdf
Henry, J., Richardson, M., Black-Pond, C., Sloane, M., Atchison, B., Hyter, Y., & Mack, A. (2012). Trauma informed assessment. In W. Steele & C. Malchiodi (Eds.) Trauma-informed practices with children and adolescents. (pp. 23-48). Routledge
Kagan, R., Pressley, J., Espinoza, R., Lanktree, C., Henry, J., Knoverek, A., Duffy, S., Labruna, V., Habib, M., Blaustein, M. E., & Spinazzola, J. (2023). Development of a differential assessment guide to improve engagement with youths & families living with chronic trauma. Journal of Child & Adolescent Trauma, 16(1), 145–159. https://doi.org/10.1007/s40653-022-00479-w
Morkut, B. & Atchison, B. (2023). Complex Trauma. In B. Atchison & D. Dirette (Eds.) Conditions in occupational therapy: Effect on occupational performance. (pp. 268-285). Wolters Kluwer.
National Child Traumatic Stress Network. (n.d.a) Complex Trauma. https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma
National Child Traumatic Stress Network. (n.d.b) Screening and Assessment. https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma/screening-and-assessment
Schore, A. (2025). The right brain and the origin of human nature. Norton Professional Books.
Sell, K., Hommes, F., Fischer, F., & Arnold, L. (2022). Multi-, Inter-, and Transdisciplinarity within the public health workforce: A scoping review to assess definitions and applications of concepts. International Journal of Environmental Research and Public Health, 19(17), 10902. https://doi.org/10.3390/ijerph191710902
Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390-398. https://doi.org/10.3928/00485713-20050501-05

Speakers

Bryan Warner, LMSW

FASTER Program Clinical Social Worker and Instructor, Western Michigan University School of Social Work

Bryan Warner, LMSW is a clinical social worker for Western Michigan University (WMU) FASTER Program and an Instructor at WMU School of Social Work. He has over 20 years’ experience working with children and families from diverse populations across multiple facets of the child... Read More →

Friday October 2, 2026 2:15pm - 3:15pm CDT
Bach (88)

1 hour session

2:15pm CDT

The Relationship Between the OT and the OTA. An Overview of the Supervisor/Supervisee Roles

LIMITED

Friday October 2, 2026 2:15pm - 3:15pm CDT

Brahams (88)

Limited Capacity seats available

Discussing the roles of OT and OTA in achieving successful client outcomes. How to collaborate to form a meaningful partnership. Discussing Michigan supervisory laws/guidelines.

Speakers

Adam Williams, COTAL

COTAL, Elara Caring

Adam Williams, COTAL He graduated from the Macomb Community College OTA program in 2008. He has previously presented at the MIOTA Annual Fall Conference and Michigan Career Education Conference while as a student. Adam has worked in a variety of areas including, acute and inpatient... Read More →

Friday October 2, 2026 2:15pm - 3:15pm CDT
Brahams (88)

1 hour session

3:30pm CDT

Leadership SIS

LIMITED

Friday October 2, 2026 3:30pm - 4:30pm CDT

Bach (88)

Limited Capacity seats available

Leadership doesn’t begin with a title - it begins with guidance, curiosity, and community. That’s why mentorship plays such a critical role in shaping Occupational Therapy leaders, yet many professionals struggle to find or cultivate meaningful mentor–mentee relationships. This session explores what effective mentorship looks like across career stages, how to build mutually beneficial partnerships, and how mentorship can strengthen leadership capacity within the OT profession. Participants will engage in a guided networking exercise designed to create new connections, share experiences, and identify potential mentorship opportunities that can continue long after the conference ends.

Speakers

Sarah Roe, OTD, OTR/L, CCM

Senior Manager, Home and Community Care Transitions

Sarah Roe graduated from The University of Toledo in Toledo, OH in 2014 with an entry-level Occupational Therapy Doctorate degree. She also obtained a graduate certificate in Contemporary Gerontological Practice. She started her career in SNF and Home Health, and has experience as... Read More →

Amber Midena, MS, OTRL, MBA-HR

Clinical Lead Care Coordinator, Home and Community Care Transitions

Amber Midena graduated with her Master of Science in Occupational Therapy from Grand Valley State University in 2015 and later completed the Leadership Certificate Program in 2023. She went on to earn her MBA with a human resources emphasis in 2026. Amber started her career in the... Read More →

Friday October 2, 2026 3:30pm - 4:30pm CDT
Bach (88)

SIS Meeting / Session

3:30pm CDT

Mental Health SIS

LIMITED

Friday October 2, 2026 3:30pm - 4:30pm CDT

Mosel (50)

Limited Capacity seats available

Speakers

Susan Frisbie-Yu

Faculty Specialist I, Western Michigan University

Friday October 2, 2026 3:30pm - 4:30pm CDT
Mosel (50)

SIS Meeting / Session

3:30pm CDT

OTA SIS

LIMITED

Friday October 2, 2026 3:30pm - 4:30pm CDT

Beethoven (96)

Limited Capacity seats available

Speakers

Mary Ellen East

MS, COTA, ROH, MiFOTA

Mary Ellen East has been an occupational therapy assistant practitioner
for 40 years and an educator for over 25 years. Volunteering at both
the national and state level which began as a student and has
continued throughout her career. At the national level she has served in
roles of... Read More →

Robin Pegg

Friday October 2, 2026 3:30pm - 4:30pm CDT
Beethoven (96)

SIS Meeting / Session

3:30pm CDT

Rehab SIS

LIMITED

Friday October 2, 2026 3:30pm - 4:30pm CDT

Danube (50)

Limited Capacity seats available

Speakers

Libby Yost

Clinical Assistant Professor, U of M Flint

Elizabeth "Libby" Yost is a clinical assistant professor of occupational therapy and faculty research mentor for OTD students at the University of Michigan-Flint. She is also the OT faculty supervisor at HEART, a pro-bono student-led outpatient therapy clinic in Flint, MI. Elizabeth... Read More →

Kim Ganzevoort

Faculty, Western Michigan University

Kim Ganzevoort is faculty and program coordinator at Western Michigan University. She is an Occupational Therapy Assistant (OTA) and has been practicing in adult rehabilitation for 18 years, primarily in inpatient rehab and long-term acute care. Kim also has experience in mental health... Read More →

Friday October 2, 2026 3:30pm - 4:30pm CDT
Danube (50)

SIS Meeting / Session

3:30pm CDT

Work and Industry SIS

LIMITED

Friday October 2, 2026 3:30pm - 4:30pm CDT

Brahams (88)

Limited Capacity seats available

Speakers

Amy Hayes

OTRL, State of Michigan/MRS

Amy Hayes, OTRL is a Rehabilitation Consultant Manager with the Business NetworkDivision. Her professional interests focus on ergonomics, workstationdesign, assistive technology, and job analysis. Her current projectsinclude work injury prevention training and job analysis to businessesthroughout... Read More →

Friday October 2, 2026 3:30pm - 4:30pm CDT
Brahams (88)

SIS Meeting / Session