Disciplines:

Occupational Therapy

Hours: 20 Contact Hours
Item#: IAT20

 

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Item # IAT20
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Supporting Aging in Place: An Occupational Therapist's Toolkit

Price: $39.95 
Item # I6377  

Release Date: September 27, 2017

Expiration Date: September 27, 2020

This course is designed to assist occupational therapist and occupational therapy assistants in evaluating, planning and preparing their older adult clients to age in place. AOTA has identified aging in place and home modifications as an emerging niche in occupational therapy. This toolkit will highlight the role occupational therapy plays in aging in place. Also, each participant will gain the understanding and application of home modification concepts as well as identify resources and funding for home modification projects.  Because our aging clients have a desire to remain in their homes, this course will provide the necessary tools to enhance the quality of life for older adults to allow them to participate in meaningful activities and enable them to remain in their homes as they age and make the necessary modifications to do so. This course is an intermediate to advanced level course for clinicians working in the area of home modification and environmental safety. 

 

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
Objectives

Course Objectives

  • Describe how psychosocial factors and medical conditions associated with the aging process influence aging in place.
  • Differentiate between the roles of various home design professionals.
  • Select appropriate home assessments and modifications for potential client needs.
  • Utilize effective communication techniques when discussing home modifications with potential clients.
  • Identify further educational opportunities and resources in aging in place.
Author Bio(s)

 

Monique Chabot, OTD, OTR/L, CAPS, CLIPP, has worked in home health for over 6 years, during which time she developed a passion for home design for seniors. Dr. Chabot currently works as an assistant professor of occupational therapy at Thomas Jefferson University–East Falls Campus (Philadelphia University + Thomas Jefferson University), where she often works on interprofessional design projects with architecture and interior design. Dr. Chabot received her master of science degree in occupational therapy from Thomas Jefferson University and her doctorate of occupational therapy from Boston University. She was chosen to be part of the American Occupational Therapy Association Emerging Leaders program, during which time she worked with the American Occupational Therapy Association on increasing the knowledge base of occupational therapists on home modifications. Dr. Chabot has published on the topic and created an online webinar on kitchen modifications, in addition to moderating a monthly discussion topic on home modifications on an online forum. She maintains a blog based on her doctoral work, which supports collaboration between occupational therapists and design professionals, titled Collaborative Home Design for Seniors (www.homedesignforseniors.com).

 

Peer Reviewer Bio(s)

Kendra Garcia, COTA/L, ECHM, is an occupational therapy provider specializing in the management of autism spectrum disorders, sensory integration, pervasive developmental delays, orthopedic, and other disabilities in children and adults. She is known as “The Occupational Therapy Strategist” and is the author of  Amazon’s #1 bestselling book, Life Beyond the Diagnosis. In addition to her clinical work, Kendra is a public speaker, coach, peer reviewer, CEU provider, and home modification and fall prevention educator. As a freelance writer, she has published numerous articles in Huffington Post and Autism Parenting Magazine. Kendra is an autism mom and combines her personal as well as her professional experiences in educating therapists, teachers, and parents on creating practical interventions that are effective in all settings.

Chronic Illness and Depression

Price: $24.95 
Item # I6386  

Release Date: November 28, 2017

Expiration Date: November 28, 2020

This  basic-level course addresses the knowledge gap by providing rehabilitation  professionals with an overview of the co-occurrence of depression and chronic conditions and identifying challenges in screening and referring adults with chronic conditions and depression. It provides explanations for potential causes of and contributing factors to depression unique to individuals with chronic medical conditions. Although individuals with chronic conditions are at increased risk for depression, this course also explores factors that may enhance such individuals’ well-being and diminish the likelihood of depression.

 

AOTA Content Focus - Domain of OT: Client Factor; OT Process: Evaluation

0.2 AOTA CEUs are awarded upon successful completion of this course.

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that the course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
  • There are no prerequisites for this course.
Objectives

Course Objectives

  • Describe the co-occurrence of depression and chronic illness.
  • Recognize the symptoms of depression and appropriate assessment tools to screen for depression.
  • Identify common causes and contributing risk and protective factors for depression in individuals in medical populations.
  • Describe treatment approaches for depression in individuals with chronic illness.
  • Describe the implications of chronic illness and depression on physical and occupational therapy practice.
Author Bio(s)
Alexandra L. Terrill, PhD, received her PhD in clinical psychology from Washington State University, with specialized training in clinical health psychology. She also completed a postdoctoral fellowship at the University of Washington in rehabilitation psychology. During her fellowship, she was involved in research on aging with physical disabilities associated with chronic conditions. Dr. Terrill is currently a faculty member at the University of Utah, Division of Occupational Therapy. Her research encompasses three basic areas: (1) stress, coping/adjustment, and chronic health conditions; (2) using strengths-based interventions (positive psychology); and (3) aging. Her broad goal is to improve our understanding of how social, psychological, and biological processes interact to affect individuals aging with a chronic condition and develop interventions that enhance productivity and quality of life from early to late adulthood. She is particularly interested in investigating and enhancing protective factors involved in the prevention of and adjustment to chronic medical conditions and associated disability.
 
Brandon Abbs, PhD, earned his PhD in psychology from the University of Iowa and a BA in psychology from the University of Maryland, College Park. He was most recently a postdoctoral research fellow in the Department of Psychiatry at Harvard Medical School and the Department of Medicine at Brigham and Women’s Hospital in Boston. During this fellowship, he was involved in research projects on the relationship between maternal infection during pregnancy and a child’s risk for schizophrenia, major depressive disorder, and early cognitive decline. He studied this relationship using neuroimaging and neuropsychology. He is currently a senior medical writer for a biotechnology company in Boston, where he composes documents needed to conduct clinical trials in oncology and to inform people about specific cancer types and available treatments.
 
Julie Heinrichs, PT, DPT, earned her BA in English and master’s in Physical Therapy from Marquette University in Milwaukee and a Doctor of Physical Therapy from the MGH Institute of Health Professions in Boston. She has over a decade of experience working with adults in a variety of inpatient and outpatient settings. Because of her experience in working with patients with mental health challenges, she has developed a profes­sional interest in the interactions between mental and physical health. She is currently the Physical Therapy Education Planner at Western Schools.
Peer Reviewer Bio(s)

John G. Cagle, PhD, MSW, is an assistant professor at the University of Maryland School of Social Work in Baltimore. His work focuses on the psychosocial dimensions of family caregiving and coping with life-threatening illness. As a clinician-researcher, his scholarship is informed by nearly a decade of experience as a hospice social worker. His scholarship includes work on the application of cognitive-behavioral treatment approaches with families coping with serious, life-threatening illness. His research has also included clinical trials to assess for and address barriers to pain management in hospice care, efforts to improve palliative care in long-term care settings, and an evaluation of caregiving at the end of life. His work has been supported by the John A. Hartford Foundation, the National Palliative Care Research Center, the Agency for Healthcare Research and Quality, and the National Institutes of Health.

Jessica J. Bolduc, DrOT, MSOTR/L, received her master’s degree from the University of New England in 2005 and her doctorate in 2013 from Nova Southeastern University. Her clinical experience spans the continuum of care, including acute care, inpatient rehabilitation, outpatient rehabilitation, skilled nursing, and home health. Dr. Bolduc has served as adjunct professor in the occupational therapy department at the University of New England and the University of Southern Maine, where she taught courses on physical dysfunction. She served as vice president of the Vermont Occupational Therapy Association for two years and as president for three years. She is currently active with the Maine Occupational Therapy Association as President-Elect. Dr. Bolduc is licensed in occupational therapy in four states and is a certified clinical fieldwork educator. She has published in OT Practice, The Internet Journal of Allied Health, Sciences and Practice, and has written textbook chapters in Gerontology for The HealthCare Practitioner and Occupational Therapy Essentials for Clinical Competence. She has presented at national and state occupational therapy conferences. In addition to her ongoing work as a staff occupational therapist, Dr. Bolduc serves as the Occupational Therapy Planner at Western Schools, an AOTA-approved provider of continuing education.

Ethical Practices with Older Adults, Revised Updated 1st Edition

Price: $29.95 
Item # I6430  

Release Date: February 7, 2018

Expiration Date: February 7, 2021

The number of older adults (age 65 and older) living in the United States is growing rapidly. Almost 60 million older adults were living in the United States in 2016. This number is projected to rise to over 72 million by 2030, when approximately one in five U.S. residents will be age 65 or older. The rapid growth of the older population results from multiple factors including medical advances, life-prolonging technologies, and the aging of the Baby Boom generation (whose members began turning 65 years old in 2011).
 
In coming years, healthcare professionals will face this aging of the population, along with the accompanying health and economic challenges. The purpose of this course is to highlight ethical issues that may confront healthcare and behavioral health professionals working with older adults and their families as these individuals near the end of life. Many of these issues are related to advances in medical technologies that have occurred over the past several decades (and that continue to be developed) and have led to increasingly complex choices. The course will provide background on ethical frameworks and principles used in healthcare settings for guidance in resolving ethical problems. This course will also identify major ethical issues concerning older adults and healthcare decisions and provide a model for addressing ethical dilemmas in healthcare settings.
 
This basic-level course is written for healthcare professionals, including nurses, social workers, mental health counselors, marriage and family therapists, psychologists, occupational and physical therapy practitioners, and respiratory therapists. Other healthcare professionals who work with older adults and on interdisciplinary teams will also find the information presented useful to their practice.

 

AOTA Content Focus - OT Process: Evaluation; Professional Issues: Legal, Legislative, and Regulatory

0.3 AOTA CEUs are awarded upon successful completion of this course.

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
Objectives

Course Objectives

  • Identify frameworks and principles commonly used in healthcare settings for resolving ethical problems.
  • Recognize the steps used in resolving ethical dilemmas.
  • Distinguish between capacity and competence.
  • Describe the concept of advance care planning.
  • Identify the hierarchy used in surrogate decision making.
  • Recognize ethical concerns that commonly arise related to the use of medical technologies.
Author Bio(s)

Sherry M. Cummings, PhD, MSW, MA, is an associate dean and professor at the University of Tennessee College of Social Work in Nashville, where she has served on the faculty since 1998. Dr. Cummings holds a doctorate in social work from the University of Georgia, Athens, a master’s degree in social work from the University of Maryland, Baltimore, and a master’s degree in theology from Villanova University, Philadelphia. She has written and published extensively, including journal articles, books, book chapters, and government reports, and has presented papers nationally on the mental health needs of older adults, the impact of those needs on caregivers, and the ethical dilemmas in working with older clients. Dr. Cummings has been actively involved in the development of curriculum materials for gerontological training in graduate social work education and has worked closely with government agencies to promote programs addressing the mental health needs of older adults.

Tennyson Dodd, BS, MTHS, is a graduate of Lipscomb University and Vanderbilt University’s Divinity School, both in Nashville. At Vanderbilt, he earned a master’s degree in theological studies. He is currently pursuing his master’s of science degree in social work at the University of Tennessee in Nashville. During his time at the University of Tennessee, Mr. Dodd has provided psychotherapy services to children in Nashville’s public school system and to students, faculty, and staff at a local university. Mr. Dodd also serves as a research assistant on issues of aging and mental health, housing, and refugees/immigrants.

Peer Reviewer Bio(s)

Kathy Black, PhD, MSW, MSG, MPH, is an associate professor in the College of Arts and Sciences at the University of South Florida, Sarasota-Manatee, and is a Hartford Geriatric Social Work Faculty Scholar. Dr. Black obtained her doctorate from the University at Albany-SUNY, a master’s degree in social work and gerontology from the University of Southern California, Los Angeles, and a master’s degree in public health from the University of California, Los Angeles. A fellow of the Gerontological Society of America, Dr. Black has worked with older adults and their families as a nurse, social worker, and geriatric case manager for more than 25 years in acute care and long-term care in home-based and community-based settings. She has also taught courses in ethics and served on the bioethics committee of a large integrated healthcare system.

Venita Lovelace-Chandler, PT, PhD, PCS, is vice-chair and professor in the Department of Physical Therapy, University of North Texas Health Science Center (UNTHSC). She holds a BS in physical therapy from Southwestern Medical School (1971), an MA in college teaching from the University of North Carolina (1976), and a PhD in academic administration/health education from Texas A&M University (1989). Dr. Lovelace-Chandler served as chairperson for the University of Central Arkansas and Chapman University programs in physical therapy and as associate director of the School of Physical Therapy at Texas Woman’s University before joining UNTHSC. She has taught ethics for more than 30 years to professional and post-professional physical therapy students. She has more than 40 years of experience in pediatrics and has twice recertified as a pediatric specialist. Dr. Lovelace-Chandler has served in numerous American Physical Therapy Association (APTA) elected leadership positions, teaches advanced clinical practice courses for APTA, and has published articles and book chapters in pediatrics. She delivered the 2011 Linda Crane Memorial Lecture at APTA’s Combined Sections Meeting in New Orleans, and she won the Commission on Accreditation and Physical Therapy Education Distinguished Service Award in April of 2014.

Therapeutic Exercise and the Older Adult: An Evidence-Based Approach, 2nd Edition

Price: $39.95 
Item # I6428  

Release Date: January 31, 2018

Expiration Date: January 21, 2021

This intermediate level course is designed to educate OTs and OTAs on the implementation of exercise prescriptions in older adults. This course will review the multiple age-related systemic changes that take place in the cardiovascular, respiratory, endocrine and musculoskeletal systems and describe how exercise may mitigate these changes. This course will also provide recommended exercise prescriptions according to the most recent American College of Sports Medicine guidelines for older adults and discuss common barriers for exercise participation in older adults.

 

AOTA Content Focus - OT Process: Intervention

0.4 AOTA CEUs are awarded upon successful completion of this course.

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that the course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
  • There are no prerequisites for this course.
Objectives

Course Objectives

  • Describe the changes that take place in the cardiovascular, respiratory, endocrine, and musculoskeletal systems with aging.
  • Describe the benefits and explain an appropriate exercise intervention to mitigate age-related changes.
  • Explain common barriers to exercise in older adults.
  • Identify appropriate tests for clinical use to measure change after an aerobic or resistance exercise intervention.
  • Explain special considerations when prescribing exercise for older adults with comorbid conditions.
Author Bio(s)

Odessa Addison, DPT, PhD, is a physical therapist with many years of experience working with older adults. Dr. Addison received her DPT in 2005 and a doctorate in rehabilitation science in 2012, both from the University of Utah, where her focus of study was neuromuscular adaptations in the older adult. Her dissertation focused on how physical activity influenced inflammation, fat in the muscle, and mobility in older adults. Dr. Addison has presented at the American Diabetes Association, the American Physical Therapy Association Combined Section, the Gerontological Society of America, and the International Conference for Sarcopenia and Frailty Research. Dr. Addison has written on a broad range of topics concerning exercise and older adults. Her writings have been published in the Journal of Geriatric Physical Therapy; Physical Therapy; the Journal of Neurologic Physical Therapy; and the Journal of Nutrition, Health, and Aging. She is currently a research associate at the University of Maryland Baltimore, School of Medicine in the Department of Physical Therapy and Rehabilitation Science.

Peer Reviewer Bio(s)

Jessica J. Bolduc, DrOT, MSOTR/L, received her master’s degree from the University of New England in 2005 and her doctorate in 2013 from Nova Southeastern University. Her clinical experience spans the continuum of care, including acute care, inpatient rehabilitation, outpatient rehabilitation, skilled nursing, and home health. Dr. Bolduc is an adjunct professor at the University of New England, where she teaches courses on research and scholarly inquiry. She served as vice president of the Vermont Occupational Therapy Association for 2 years and as president for 3 years. She is currently active with the Maine Occupational Therapy Association and will serve as President-elect starting in January 2018. Dr. Bolduc was selected to join the first cohort of the Emerging Leaders Development Program of the American Occupational Therapy Association (AOTA) and was subsequently appointed to the AOTA’s Emerging Leaders Development Committee and Volunteer Leadership Development Committee. She has received three service commendations from the AOTA, as well as the Young Alumni Award from the University of New England and the Alpha Eta Richard E. Davis Service Award from Nova Southeastern University. She was inducted into the Nu Sigma Upsilon Chapter of the Alpha Eta Society for scholarly accomplishments at Nova Southeastern University. Dr. Bolduc is licensed in occupational therapy in four states and is a certified clinical fieldwork educator. She has published in OT Practice and the Internet Journal of Allied Health Sciences and Practice and has written chapters in Gerontology for The HealthCare Practitioner and Occupational Therapy Essentials for Clinical Competence. She has presented at national and state occupational therapy conferences. In addition to her ongoing work as a staff occupational therapist, Dr. Bolduc served as the occupational therapy planner for Western Schools, an AOTA-approved provider of continuing education.

Heart Failure: Implications for Diagnosis, Medical Management, and Rehabilitation, 2nd Edition

Price: $39.95 
Item # I6408  

Release Date: April 5, 2018

Expiration Date: April 5, 2021

This intermediate-level course provides rehabilitation therapists and therapy assistants with an opportunity to review the normal anatomy and physiology of the cardiopulmonary system, the pathophysiology of heart failure, and current medical, surgical, and therapy-based interventions. Appropriate for all therapy-based clinicians who work with persons with heart failure, this intermediate-level course reviews basic examination skills before progressing to the more advanced skills of auscultation and exercise testing interpretation.

 

AOTA Content Focus - OT Process: Evaluation, Intervention ; Professional Issues -  Contemporary issues and trends

0.4 AOTA CEUs are awarded upon successful completion of this course.

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that the course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
  • There are no prerequisites for this course.
Objectives

Course Objectives

  • Describe the incidence, epidemiology, and risk factors of heart failure in the United States.
  • Differentiate between normal and pathological anatomy and physiology of cardiopulmonary function.
  • Describe the diagnosis, etiology, and classification of heart failure.
  • Describe the history and physical examination of a person with heart failure, including applicable screening tools and functional tests.
  • Discuss current pharmacological and surgical interventions for heart failure and their impact on therapy intervention decisions.
  • Describe appropriate rehabilitation interventions (exercise, compensation) or consultation services recommended for persons with heart failure.
Author Bio(s)

Paul E. H. Ricard, PT, DPT, CCS, earned a bachelor’s degree in sports biology in 2001 and a master’s degree in physi­cal therapy in 2003, both from Springfield College, Springfield, MA. He received a transitional doctor of physical therapy degree from A.T. Still University of Health Sciences in 2005, and has board certification as a clinical specialist in car­diovascular and pulmonary physical therapy through the American Board of Physical Therapy Specialties through 2027. Since 2005, he has taught in the areas of human anatomy, pathology, and cardiovascular and pulmonary physical therapy at several universities in the Northeast and mid-Atlantic region. Dr. Ricard has published topics on acute care, cardiovas­cular and pulmonary therapy, and research review in Physical Therapy and Cardiopulmonary Physical Therapy Journal. He has lectured nationally on these same topics and served as the nominating committee chair and vice president of the Cardiovascular and Pulmonary Section of the American Physical Therapy Association. He has developed and/or creden­tialed two clinical residencies in cardiovascular and pulmonary physical therapy and a critical care fellowship and cur­rently serves as the rehabilitation team coordinator for the cardiac team at The Johns Hopkins Hospital in Baltimore, MD.

Peer Reviewer Bio(s)

Jane M. Eason, PhD, PT, is an associate professor and department head at Louisiana State University (LSU) Health Sciences Center in New Orleans, LA. She received a PhD in exercise science from the University of Florida and did post-doctoral training at Emory University. From 2002 to 2008, Dr. Eason was editor of the Cardiopulmonary Physical Therapy Journal, which is the official journal of the Cardiovascular and Pulmonary Section of the American Physical Therapy Association. Her responsibilities at LSU include teaching courses on pathophysiology and the diagnosis and management of patients with cardiopulmonary dysfunction. Dr. Eason has published in several journals, including Physical Therapy, Cardiopulmonary Physical Therapy Journal, Journal of Applied Physiology, and Experimental and Clinical Cardiology. She is an ACSM-certified exercise specialist, and her clinical practice has included working as an exercise specialist in a Phase I, II, and III Cardiac Rehabilitation Program.

Multidimensional Functional Assessment of the Older Adult, 2nd Edition

Price: $29.95 
Item # I6402  

Release Date: April 2, 2018

Expiration Date: April 2, 2021

The purpose of this basic level course is to enable occupational therapy practitioners and other rehabilitation professionals to understand and assess functional performance in older adults using a multidimensional approach. This is an introductory course for practitioners who are new to this population or who desire a refresher on the most current evidence related to functional assessment of older adults.

 

AOTA Content Focus - Domain of OT, Client Factors; OT Process: Evaluation

0.3 AOTA CEUs are awarded upon successful completion of this course.

Disclosures
  • Courses must be completed on or before the expiration date noted in the course description above.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.
Objectives

Course Objectives

  • Describe current demographics and current definitions of health, well-being, disability, and preclinical disability for older adults.
  • Define typical occupations of older adults.
  • Compare the benefits of various approaches to assessment in evaluating functional performance in older adults.
  • Recognize how age-related changes in client factors can influence functional performance in older adults.
  • Differentiate between contextual and environmental factors that have a potential impact on functional performance in older adults.
  • List additional factors that may impact the assessment of functional performance in older adults, including chronic health conditions, reimbursement, and client readiness for change.
Author Bio(s)

Pamela E. Toto, PhD, OTR/L, BCG, FAOTA, is an associate professor in the School of Health and Rehabilitation Sciences at the University of Pittsburgh. Dr. Toto obtained her doctoral degree in rehabil­itation science from the University of Pittsburgh in 2010, where she also obtained her master of science degree in healthcare supervision and management (1996) and her bachelor of science degree in occupa­tional therapy (1989). Dr. Toto is board certified in gerontology by the American Occupational Therapy Association (AOTA), a fellow of the AOTA for her leadership in gerontology, and a former chairperson of the AOTA Gerontology Special Interest Section. Dr. Toto has worked with older adults and their fam­ilies as an occupational therapist, clinical specialist, consultant, and researcher for more than 28 years in acute and long-term care, and in home- and community-based settings.

Peer Reviewer Bio(s)

Regula H. Robnett, PhD, OTR/L, FAOTA, is a professor in the occupational therapy department at the University of New England, in Portland, Maine, where she has taught for 22 years. Dr. Robnett received her master of science degree in occupational therapy from Colorado State University in 1991 and her doctoral degree in gerontology from the University of Massachusetts in 2007. Her expertise is in cognition and aging, occupation-based cognitive rehabilitation and assessment, gerontology, psychometrics, and productive aging. She teaches occupational therapy in the realm of older adults, analysis of occupation, integrative practice with adults, research methods, and communication and group intervention. She has served as chair of the Gerontology Special Interest Section of the American Occupational Therapy Association, and is co-editor of Gerontology for the Health Care Professional. 

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