MiOTA Fall Conference 2026

Welcome to MiOTA’s Fall Conference 2026!

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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

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