Utah Occupational Therapy Association

UOTA Board Meeting
2017-10-09 18:00 - 19:00, 2017-08-14 18:00 - 19:00 (America/Denver) | Online
UOTA Board Meeting – Members are welcome to attend.
Contact Jeanette Koski by 5:00pm on the meeting day to obtain an electronic link to the meeting.

Effectively Treat Behavior in Children: Traumatic Brain Injury, Autism Spectrum Disorder, Sensory Processing, Cognitive Limitation, PTSD & Other challenges
2017-09-22 08:30 - 2017-09-23 17:00 | University of Utah, 520 Wakara Way, Salt Lake City, UT, 84112, United States
More effectively treat children and adolescents with complex behavioral, sensory integration, TBI, Autism Spectrum (DSM-V-TR associated diagnoses), cognitive limitations, PTSD, and other developmental challenge susing a new approach synthesizing behavioral, sensory integration, handling, mindfulness, activity, music, and developmental strategies. This hands-on lab course emphasizes practical evidence-based techniques integrating Positive Behavioral Support, Mindfulness, Therapeutic Movement, NDT, Neuropsychology, Sensory Integration, and sensory massage. Participants are armed with ready-to-go techniques and consulting skills to help children who have behavioral problems, developmental disorders, Autism Spectrum Disorder, Sensory Processing Disorders, trauma histories, ADHD, Oppositional Defiant Disorder,Conduct Disorder, and major psychiatric illnesses. All participants receive reproducible copies of the recently published FAB Activity Strategies, Pressure Touch Program, Environmental Adaptations, Triggers & Coping Forms, and Oral Sensory Strategies and will learn to use them to develop individualized activity, environmental adaptation, and intervention strategies for home and school use. Emphasis will be placed on implementing new transdisciplinary interventions and advancing your consultation skills with educators, parents, mental health therapists, physicians, and fellow therapists. This course is designed for occupational, speech, physical, and mental health therapists as well as special educators, psychiatrists, and other professionals seeking to improve functional outcomes with children 3 to 21 years old.
Participants will be able to apply course learning immediately to:
Assess and differentiate sensory integration and behavioral problems in infants, children, and adolescents.
Apply the assessment of sensory integration and behavioral problems to develop objective goals and apply appropriate intervention strategies (both contextual and direct) addressing each child’s individual behavioral and/or sensory integration challenges.
Train teachers and therapists to effectively combine practical sensory integration, mindfulness, trauma informed, and behavioral strategies.
Use the FAB Trigger and Coping Forms to identify the most problematic environmental and body triggers for each child and the most effective coping strategies to promote self-regulation.
Implement advanced strategies for managing sensory integration and behavior problems (e.g., inattention, interrupting, screaming, swearing, kicking, biting, and hitting) during individual and group treatment sessions.
Learn to quickly develop home programs using the included forms (FAB: Activity Strategies to Promote Self-control, Pressure Touch, Environmental Adaptation, and Oral Sensory Strategies) for follow-up intervention across the child’s school, OPD, hospital and home settings.
Please register by September 21, 2017.
REGISTER:
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PAY:
(Members must be logged in to pay the member discounted price.)

Non-UOTA Member: $400

Student: $300

Successful Splinting: Hands-On Fabrication and Troubleshooting
2017-09-16 08:00 - 18:00 | TBD, Salt Lake City, UT
Purpose of course: Successful Splinting: Hands-On Fabrication and Troubleshooting will provide the information and working knowledge to more confidently and effectively produce splints, including determining appropriate material selection, identifying appropriate pre-cut or splinting sheet material for use cases, and special considerations or appropriate modifications based on patient need. Case studies will be used to reinforce learnings, and instructor supported hands-on fabrication of five commonly prescribed splints will be completed.

Course learning objectives: Learning Outcomes and Assessment Methods Successful Splinting: Hands-on Fabrication and Troubleshooting Performance Health Academy CEU Course 1. Demonstrate knowledge and understanding in using anatomical landmarks to fabricate an effective splint. Specific Outcome Goal: Attendees will demonstrate the ability to identify five anatomical landmarks that are used in the fabrication of upper extremity splints, issues related to the inaccurate use of anatomical landmarks and contributing factors. Assessment of Learning Outcomes Splinting Lab providing hands-on experience integrated with close supervision by instructor with discussion to confirm appropriate and accurate application of anatomical landmarks as required. Case study assessment along with interactive discussion specifically focused on the most commonly experienced issues related to the inaccurate use of anatomical landmarks. The instructor will confirm understanding of the above via verbal interaction, offering feedback and correction as necessary. Attendees will demonstrate the ability to verbally explain the process of identifying at least one contributing factor to the splint/anatomical landmark issue being discussed as well as at least one method of intervention to correct the issue. The instructor will confirm understanding of the above via verbal interaction, offering feedback and correction as necessary. Q and A session along with brief post-test period will be provided to allow the instructor to follow up and provide any additional information as deemed necessary. 2. Demonstrate knowledge and understanding of the properties of a range of splinting materials. Specific Outcome Goal: Attendees will demonstrate competency in the selection of appropriate splint material for specific diagnoses and understanding of splint material characteristics. Assessment of Learning Outcomes – Attendee will demonstrate ability to select and explain the necessity and purpose of no less than two splint materials for each of the splints fabricated in the Splint Lab. – Case studies will be used and include verbal discussion with attendees able to identify at least two corrective measures to optimize a splint that take into account the inherent properties of splinting materials. – Attendees will demonstrate the ability to verbally explain the handling characteristics of different splint materials, how to properly prepare splinting materials, and one appropriate splint type per material. The instructor will confirm understanding of the above via verbal interaction, offering feedback and correction as necessary. – Q and A session along with brief post-test period will be provided to allow the instructor to follow up and provide any additional information as deemed necessary. 3. Demonstrate understanding of the splinting process, including the use of patterns, and design and fabrication of splints. Specific Outcome Goal: Attendees will demonstrate competency in the ability to identify and explain at least 3 steps in the splint fabrication process as well as at least one diagnostic and/or patient specific lifestyle consideration when selecting a specific splint pattern. Assessment of Learning Outcomes Case studies will be used and attendees will verbally identify at least one contributing diagnostic factor and at least one patient specific contributing factor that was considered in selecting the splint pattern for a splint they fabricated. Hands-on demonstration by the instructor and subsequent hands-on fabrication by the attendee of splints to further reinforce the successful start-to-finish process of splint fabrication as well as reinforce diagnosis/lifestyle considerations in fabricating splints. Attendees will participate in an instructor- facilitated discussion to examine challenges in the splint fabrication process as well as the ramifications the diagnosis/patient needs have on splint process and design. The instructor will confirm understanding of the above via verbal interaction, offering feedback and correction as necessary. Q and A session along with brief post-test period will be provided to allow the instructor to follow up and provide any additional information as deemed necessary. 4. Identify the types of splinting materials used in the hands on portion, their similarities and differences, and one or more use cases for each. Specific Outcome Goal: Attendees will demonstrate competency with the selection of the appropriate splint materials for specific diagnoses including, but not limited to: carpal tunnel, RA, Game Keeper’s Thumb, by identifying two splint material format options that would address the above diagnoses. Assessment of Learning Outcomes Case studies will be used and attendees will verbally justify the rationale for selecting at least two splint material characteristics on two or more of the splints fabricated in class. The instructor will confirm understanding of the above via verbal interaction, offering feedback and correction as necessary. Q and A session along with brief post-test period will be provided to allow the instructor to follow up and provide any additional information as deemed necessary. 5. Create from start to finish the 5 required splint types covered in the course and demonstrate modification of splints for proper fit. Specific Outcome Goal: Attendee will be able successfully adjust orthotic in the following areas: 1. Desired angle of joint not met during initial fabrication. 2. Splint fits too loose around a digit per complaint of patient 3. Lateral border of splint is causing redness of the skin within 20 minutes of wear time. 4. Patient complaints of skin irritation. Assessment of Learning Outcomes Hands-on demonstration by the instructor followed by attendees competing stated modification on at least one splint. Application of strapping to all splints, with attendees able to state at least two justifications for either strapping material choice or placement of strapping on the splint. Attendee will demonstrate in lab session how to adjust the angle & width of one portion of the splint while maintaining the integrity of the remainder of the splint. Group discussion of examples of fitting challenges encountered in everyday clinic situations, options for successful corrective measures with attendees able to report at least one corrective measure used for a splint fabricated during the course. Q and A session along with brief post-test period will be provided to allow the instructor to follow up and provide any additional information as deemed necessary.
Name and credentials of all Instructors: Dr. Kirsten N Davin, OTD, OTR/L, ATP, SMS; Cindy Bauer, MSOT, OTR/L; Bruce Curtis, OT; Elisa Marks, MS, OTR/L, CHT, CEAS; Christina Schmidt, OTR/L, CHT
Describe the experience the instructors have in teaching this course: The course instructors have from 16 to 38 years of splint-making experience in a multitude of clinical environments. They are highly qualified professionals who are not only experts in the field but are passionate about what they do and understand the unique challenges that more novice splinters face on a daily basis. All have previous experience in teaching splinting techniques, and bring a breadth and depth of knowledge and understanding to presenting the material that adds considerable value to the attendee.
How many hours of continuing education are you applying for: 6
Who is the target audience: OT, OTA. PT, PTA
Expected enrollment: 10-20
Course sponsor (if applicable): Performance Health Academy

Call for Abstracts 2017 UOTA Annual Conference
2017-07-30
Embarking on Vision 2025
Saturday, Nov. 18, 2017
Deadline for Submission: July 30, 2017
Abstract Submissions:

We encourage practice topics, workshops, research panels, and posters that will advance the profession and practice of occupational therapy, especially in Utah. Professional partnerships and interdisciplinary collaborations are welcome.
Submit abstract cover sheet, an abstract, reference list (3-5 references are recommended), and learning objectives.
Abstracts must be 350 words or less, with no in-text citations. Abstracts should describe what you would be presenting or what attendees will be learning in your presentation. Word count excludes reference list and learning objectives.

Submit abstracts to: Loriann Helgeson Email lhelgesonotd@gmail.com , if you do not receive confirmation of your submission within 3 business days, please inquire if it was received. Please submit files in a word document format (no pdf files please). If accepted for presentation, you will need to bring a laptop with you to present (or if presenting a poster, adhesive Velcro strips to hang your poster).
Formats: On the day of the conference, all presenters (regardless of presentation format chosen below) need to share with the conference attendees a stated purpose for their presentation and share the learning objectives of their presentation in order to meet guidelines as a quality continuing education offering.

Practice topics: 90 minutes in length including time for discussion.
Workshops: 60 minutes in length including time for discussion.
Research Panels: 15-20 minutes in length including time for discussion. This venue is dedicated to sharing your on-going research with the membership. Research projects do not have to be completed; however, should be developed enough to be able to give the audience insight into the research being performed in our OT community.
Posters: 45 minutes in length during the designated poster session. Presenters should be available during designated poster session time. Students are encouraged to submit their course projects.

Criteria for Abstracts:
All abstracts will be reviewed through a blind review process, using the following criteria:

Coherence (weight of 2): degree to which the abstract clearly describes the intent of the presentation
Importance to occupational therapy (weight of 2): degree to which the presentation promotes professionalism or contributes to the knowledge base of occupational therapy practice, including theory and research
Discussion potential (weight of 1): degree to which the presentation is likely to evoke active discussion
Rating Criteria: 1 = unresponsive to the criteria; 5 = excellent/clearly addresses criteria
