General
2015-401Are you ready for ICD-10?
General50 minute sessionsIntermediate to topic
Following this session, participants will understand how to use ICD-10 information for reimbursement in their practice.
ICD-10-CM is the 10th revision Clinical Modification and is labeled as the largest change to healthcare since the creation of Medicare in 1963. ICD refers to the International Classification of Diseases and is used to promote international compatibility in collection, processing, classification and presentation of mortality statistics. Participants will learn the differences between ICD-9 and ICD-10 and the importance of the new classifications for reimbursement from all payor sources. Information will include coding basics and resources.
Department of Health and Human Services (2014). ICD-10-CM/PCS The Next Generation of Coding. 1-
8. http://cms.gov. ICN 901044
Department of Health and Human Services (2014). ICD-10-CM/PCS Myths and Facts. 1-7.
http://cms.gov ICN 902143
Department of Health and Human Services (2014). ICD-10-CM Classification Enhancements. 1-8.
http://cms.gov. ICN 903187
Department of Health and Human Services (2014). General Equivalence Mapping Frequently Asked
Questions. 1-12. http://cms.gov. ICN 901743
1997 graduate of xxxxxx University with 17 years experience in LTC/rehab setting. 14 year employee of xxxxxx Rehab Services with last 11 years as Director of Rehab with working knowledge of Medicare regulations and ICD coding for proper classification of customers for insurance payments. Legislative chair of xxxxxxxxxxxxxx since 2014.
Do you understand the difference between ICD-9 and ICD-10? Are you ready to use ICD-10 in your practice? ICD-10 will be more specific then ICD-9 with more clinical information in the classification of diseases for better healthcare services.
2015-402Introduction to Oncology Rehabilitation and Patient Survivorship
General50 minute sessionsIntroductory to topic
1) Identify the keystones of an Integrated Medicine Team
2) Identify common side-effects of Cancer treatment
3) Identify clinical considerations to treatment approach in a patient with Cancer
4) Support patient survivorship through innovative collaboration
5) Identify innovative tools and strategies to maximize Quality of Life and manage side-effects
There are nearly 14.5 million Americans with a history of cancer. In 2015, there will be an estimated 1,658,370 new cancer cases diagnosed and 589,430 cancer deaths in the US. Regardless of practice area, OT/COTA’s will encounter Cancer in our patients. The purpose of this presentation is to have participants gain a basic understanding of oncology terms, classifications of tumors, and staging of cancer. They will learn about the side effects of common treatments such as chemotherapy and radiation. Through a PowerPoint presentation, the participants will learn how to identify the keystones of an Integrated Medicine Team, and how Occupational Therapy fits into that team. They will be able to describe clinical considerations to treatment approach in a patient with Cancer and identify innovative tools and strategies to maximize Quality of Life and manage side-effects. The presentation will conclude with a question and answer discussion.
1) American Cancer Society.
2) Biagi JJ, et al. Association between time to initiation of adjuvant chemotherapy and survival in
colorectal cancer: a systematic review and meta-analysis. JAMA. 2011 Jun 8;305(22):2335-42.
3) Eastern Cooperative Oncology Group, Robert Comis M.D., Group Chair
4) Curt GA, et al. Impact of Cancer-Related Fatigue on the Lives of Patients: New Findings From the
Fatigue Coalition. The Oncologist 2000, 5:353-360
5) Hunt JL. Organ Transplantation. In Paz JC, West M., Acute Care Handbook for Physical Therapists
(2nd ed). Boston: Butterworth Heinemann, 2002; 2:735-736.
6) National Cancer Institute at the National Institute of Health
http://www.cancer.gov/cancertopics/factsheet/detection/staging, http://www.cancer.gov/cancertopics/factsheet/Therapy/followup
7) Paz JC, Lombard VN.Infectious Disease. In Paz JC, West M.,Acute Care Handbook for Physical
Therapists (2nd ed). Boston:Butterworth Heinemann 2002; 10:610.
8) Polich S. Oncology. In Paz JC, West M., Acute Care Handbook for Physical Therapists (2nd ed).
Boston: Butterworth Heinemann, 2002; 5:331-362.
Xxxxxx has been an Occupational Therapist for 15 years. In 2000 he graduated with a Master Degree in Occupational Therapy from the xxxxx and with a Doctorate Degree of Occupational Therapy from xxxxx University in 2010. Currently he works at xxxxxxx in Philadelphia, primarily in the inpatient setting. Previously he had worked at xxxxxx Hospital for 12 years. Currently is a member of xxxxxx University’s OT advisory board and has also been an adjunct professor at xxxxxxx.
There are 14.5 million Americans with a history of cancer. Regardless of practice area, OT/COTA’s will encounter Cancer in our patients. This program will review basic Oncology, common side effects, clinical considerations of interventions, and patient survivorship through innovative collaboration.
2015-403Creating Advocates for OT
General50 minute sessionsIntermediate to topic
Participants will be able to
1. Make linking statements that help clients understand the full value of OT.
2. Identify examples of living life to the fullest that are appropriate for all levels of clients.
Receiving OT helped me understand that OT is mysterious. For example, my OT had me use my sound hand to transfer beanbags from my right to my left side. Telling stroke survivors they need trunk rotation to be independent in toileting does not tell them what OTs ultimately hope to accomplish. An important part of OT is hidden because many valued activities occur outside of therapy, like petting a beloved cat or sitting outside to feel the sun on your face. A quick way to help people understand the full value of OT is to make linking statements like "don a bra so you won't be embarrassed when you eat lunch with friends." A stroke taught me clients see trunk rotation and toileting as things they should do. Addressing deficits and doing functional training does not sustain a client's commitment to action. Practicing a tip pinch so I can zip my coat needs to be followed by "because I want to....." Valued activities help clients maintain physical, cognitive, and social skills they work to regain. Living life to the fullest does not mean going to Paris. It means satisfying deep human needs like feeling needed and having fun. It means turning "I should" into "I want to." It is not enough to provide good treatment. To create advocates who lobby for OT services, OTs must help clients and families see the full value of OT. This knowledge helps constituents tell their legislators why the therapy cap is a short-sighted fiscal policy. Disabled adults who do not have both the means and incentives to be as independent as possible are more likely to end up in a long-term care facility. This expensive solution quickly depletes financial assets so disabled adults qualify for taxpayer funded Medicaid. Many stakeholders need OTs to succeed.
Chisholm, D., Dolhi, C., & Screiber, J. (2000). Creating occupation-based opportunities in a medical
model clinical practice setting. OT Newsletter, January, CE1-CE8.
Dutton, R. (2015). homeafterstroke.blogspot.com Dutton, R. (2013). My last degree: A therapist goes
home after a stroke, 2nd edition.
Bangor, ME: Booklocker. Genworth Cost of Long-term Care 2014 Survey.
Grajo. L. & Candler, C. (2014). Children with reading difficulties. OT Practice, July 28, 16-17.
Jack, J. & Estes, R. (2010). Documenting progress: Hand therapy treatment shift from biomechanical to
occupational adaptation. AJOT, 64(1), 82-87.
Taylor, P. (2014). Mending the safety net. AARP Bulletin, October, 19-20. Toto, P. (2012). Be an
occupational therapy superhero: Help the profession thrive within a competitive health care
market. OT Practice, April 23, 9-12.
Dr. xxxxxx received an M.S. in OT from xxxxxx University and an Ed.D. in cognitive psychology from xxxxx University. She was a professor of OT at xxxxx and xxxxx University. As a clinician she specialized in stroke rehab and continued her education by having a stroke. She shares her insights by presenting at OT schools and conferences and by writing a blog at xxxxxxx.
To create advocates who lobby for OT services, OTs need to use linking statements to help clients and families see the full value of OT. Living life to the fullest means turning I should into I want to.
2015-404Clinical Excellence : “ How Do We Get There?
General2 hour 50 minute InstitutesIntermediate to topic
Participants will:
Gain a greater understanding of the gap that exists between an ever-growing body of evidence and real world practice.
Learn about supporting theories and commonalities of effective strategies to change practice behaviors stemming from Implementation Science and Research.
Engage in experiential activities that exemplify motivational interviewing, the use of multi-generational approaches, and neuroscience-based learning strategies as means to effectively change practice behaviors.
How often have you attended on-line and live continuing education courses? Did you walk away with new information and promises to put that into to practice? Did you ultimately continue status quo practice? You are not alone! In order to remain a viable profession, we must learn how to bridge the gap between our current state of practice and top-of license practice. Although all healthcare professions and their educational institutions were charged with producing evidence to promote best practice, recognition of the significant gap between what is known and real-world practice was evident circa 2000. Several healthcare workgroups led to the emergence of Implementation Science and Research in 2006. “Implementation science consists of a body of knowledge on methods to promote the systematic uptake of new or underused scientific findings into the usual activities of regional and national health care and community organizations, including individual practice sites” (Rubenstein & Pugh, 2006). There are several purposes of this institute. We’ll elucidate this professional gap. Participants will learn about theories of behavior change and their evolution specific to healthcare practitioners. Practice managers, clinicians, educators, and fieldwork educators will leave armed with scientifically based strategies to move their current state of practice towards top-of-license practice. Motivational interviewing, multi-generational approaches, and neuroscience-based learning will be exemplified and practiced through a dozen interactive activities. “Lecture” will be minimal and additional handouts will be provided.
Implementation Science and Research Beidas, R.S., & Kendall, P.C. (2010). Training therapists in
evidence-based practice: A critical review of studies from a systems-contextual perspective.
Clinical Psychology, 17(1): 1-30.
Eccles, M., Grimshaw, J., Walker, A., Johnstond, M., & Pittse, N. (2005). Changing the behavior of
healthcare professionals: the useof theory in promoting the uptake of research findings. Journal of
Clinical Epidemiology, 58: 107-112
Grol, R., & Grimshaw, J. (2003). From best evidence to best practice: effective implementation of change
in patients’ care. Lancet, 362: 1225-30.
Heselmans, A., Van de Velde, S., Donceel, P., Aertgeerts, B., & Ramaekers, D. (2009). Effectiveness of
electronic guideline-based implementation systems in ambulatory care settings - a systematic
review. Implementation Science 2009, 4:82.
Perkins, M.B., Jensen, P.S., Jaccard, J., Gollwitzer, P., Oettingen, G., Pappadopulos, E., & Hoagwood,
K.E. (2007). Applying Theory-Driven Approaches to Understanding and Modifying
Clinicians’ Behavior: What Do We Know? ps.psychiatryonline.org, 58 (3): 342-348.
Powell, B.J., McMillen, J.C., Proctor, E.K., Carpenter, C.R., Griffey, R.T., Bunger, A.C., Glass, J.E., and
Jennifer L. York. (2012). A compilation of strategies for implementing clinical innovations in
health and mental health. Medical Care Research and Review, 69(2): 123-157.
Proctor, E.K., Landsverk, J., Aarons , G., Chambers, D., Glisson., C., & Mittman, B.
(2009).Implementation research in mental health services: An emerging science with conceptual,
methodological, and training challenges. Administrative Policy in Mental Health, (2009)
36:24-34.
Rubenstein, L.V., & Pugh, J. (2006). Strategies for promoting organizational and practice change by
advancing Implementation Research. Supplement: reorganizing health services research. Journal
of General Internal Medicine, 21: S58-S64.
Scott, S.D., Albrecht, L., O’Leary, K., Ball, G., Hartling, L., Hofmeyer, A., Jones, C.A., Klassen, T.P.,
Kovacs-Burns, K., Newton, A.S., Thompson, D., Dryden, D. M. (2012). Systematic review of
knowledge translation strategies in the allied health professions. Implementation Science, 7:70. Squires, J.E., Sullivan K., Eccles, P.M., Worswick, J., Grimshaw, J.M. (2014). Are multifaceted
interventions more effective than single-component interventions in changing health-care
professionals’ behaviours? An overview of systematic reviews. Implementation Science, 9:152 Vest, J.R. & Gramm, L.D. (2009). A critical review of the research literature on Six Sigma, Lean and
StuderGroup's Hardwiring Excellence in the United States: the need to demonstrate and
communicate the effectiveness of transformation strategies in healthcare. Implementation
Science, 4:35.
Woodward, C.W. (2000). Issues in health services delivery-Improving provider skills. Strategies for
assisting health workers to modify and improve skills: Developing quality health care - a process
of Motivational Interviewing
Britt, E., Hudson, S.M., & Blampied, N.M. (2004). Motivational interviewing in health settings: a review.
Patient Education and Counseling, 53: 147-155.
Center for Substance Abuse Treatment. Enhancing Motivation for Change in Substance Abuse
Treatment. Treatment Improvement Protocol (TIP) Series, No. 35. HHS Publication No. (SMA)
12-4212. Rockville, MD: Substance Abuse and Mental Health Services Administration, 1999.
Jordan, M. (2013). Theories & techniques of behavior change. In How to Be a Health Coach: An
Integrative Wellness Approach (pp. 58-74). San Rafael, CA: Global Medicine Enterprises.
McGinnis, J.M., & Foege, W.H. (1993). Actual causes of death in the United States. Journal of American
Medical Association, 270(18), 2207-2212. Miller, W.R.; Leckman, A.L; Delaney, H.D.; and Tinkcom, M. Long-term follow-up of behavioral self-control training. Journal of Studies on Alcohol.
53(3):249-261, 1992.
Shinitzky, H.E., & Kub, J. (2001). The art of motivating behavior change: The use of motivational
interviewing to promote health. Public Health Nursing, 18(3), 178-185. Multi-generational
Workforce Relias Learning, LCC. Managing a Multigenerational Workforce (1405)
Underwood, C. The Generational Imperative: Understanding Generational Differences in the Workplace,
Marketplace, and Living Room. North Charleston, South Carolina.
The Generational Imperative, Inc. 2007. Neuroscience-based Learning Medina, J. Brain Rules. Pear Press: Seattle (2008).
The three presenters are Regional Clinical Directors for xxxxxx Rehab Services (xxx) and are charged with moving practice towards clinical excellence including incorporation of evidence into practice. As such, they are highly invested in “what works” to change clinical practice behaviors and are eager to share with others. xxxxxx, MS-OTR/L, has been with xxxxx since 2006 and was an assistant professor at xxxx College (now University) for ten years. She earned her MS in OT from xxxxx University & xxxxx Virginia in 1991 and a BS in Chemistry from xxxxx xxxxx College in 1983. Her specialty content areas include dementia, urinary continence, orthopedics, PAMs for OT, and ergonomics.
This institute arms you with scientifically tested strategies to bridge the gap between your current state of practice and best practice to better meet the needs of your clients. Strategies are explored through audience participation. Information benefits managers, practitioners, and educators.
2015-405Tourette Syndrome and the OT Practice Framework
General50 minute sessionsIntermediate to topic
Following this session, the participant will:
Have an understanding of TS and its impact on engagement in occupation
Be familiar with conditions that are associated with TS and aware of their impact on the individual’s daily activities.
Be able to identify intervention techniques used by occupational therapists to benefit individuals with TS
Many individuals with Tourette syndrome (TS) present with symptoms that significantly affect ability to successfully engage in occupations. Motor and vocal tics can have negative impact on body functions and structures and may lead to difficulty with social interactions. Associated problems with sensory and mental functions also present challenges with performance during daily activities. The occupational therapist’s unique ability to assess and identify barriers to successful occupational performance allows the OT to assume an important role on the individual’s intervention team. This presentation will provide an overview of TS and will describe the impact of tics and associated sensory and cognitive symptoms as these relate to client factors, performance skills, and performance patterns. The session will identify and discuss appropriate interventions commonly used by occupational therapists that can promote successful occupational performance with individuals affected by this condition. The presentation will include discussion of stress reducing modifications related to activity demands and the environment that have been reported by individuals with TS to help to control symptoms
Hazen, E.P.,Reichert, E.L.,Piacentini, J.C.,Miguel, E.C.,doRosario, M.C., Pauls, D, et al. (2008). Case
series: Sensory intolerance as a primary symptom of pediatric OCD. Annals of Clinical
Psychiatry: Official Journal of the American Academy of Clinical Psychiatrists, 20, 199-203. Miller, L. J., Schoen, S. A., James, K., & Schaaf, R. C. (2007). Lessons learned: A pilot study on
occupational therapy effectiveness for children with sensory modulation disorder.
American Journal of Occupational Therapy, 61, 161-169. Tourette Syndrome Foundation of Canada.
(2006).
Understanding Tourette syndrome: A guide for clinicians. Toronto, ON: Author. Waltz, M. (2001).
Tourette’s syndrome: Finding answers & getting help. Sebastopol: O’Reilly & Associates, Inc
xxxxx is an occupational therapist with over 35 years of experience. She has published and presented locally and nationally on topics related to children with disabilities and has advanced training and certification in Sensory Integration. xxxxx is Vice-President of the Board of Directors for the xxxxxxxxxxxxxxxxxxx.
This session will provide a comprehensive overview of Tourette syndrome and its related conditions. It will describe the unique role of the OT as a member of the intervention team who promotes successful engagement in occupation.
2015-406Home safety standardized assessment use in homecare
GeneralPostersIntroductory to topic
Following this session the participants will identify four themes to the use of standardized assessment tool usage
Following this session the participants will understand the supports and barriers to implementation of standardized assessment tools in clinical practice
The use of standardized assessment tools contributes to the body of knowledge for evidence-based practice by providing data on the effectiveness of interventions and through a common language to communicate the effectiveness and value of occupational therapy services. With literature to support the value of and multiple standardized assessment tools available for use, the question remains, why are practitioners not using standardized assessment tools consistently. The purpose of this evidence-based occupational therapy project was to determine if providing education on standardized assessment tools will increase the use of these tools in clinical practice. A literature search identified four primary themes to the use of standardized assessment tools. The themes are personal responsibility, access and awareness of assessment tool, usefulness of assessment tool, and client-centered approach. This poster presents a summary of the evidence-based project that provided education and training in the use of two standardized home-safety assessments, implementation of the assessment tools in clinical practice and the therapists perception of the value of the assessment tools. The results support the themes identified in the literature. Conclusion, education on standardized assessment tools can lead to increased use, but personal responsibility and addressing identified barriers is key to practice change.