1. Dawn I Velligan, Ph. D.
Objectives:
Upon completion of this presentation the participant should be able to :
1. Describe the reliability and validity of the Allen Cognitive Level Screen
2. Describe the cognitive deficits that characterize schizophrenia, how these
deficits are assessed, and their relationship to outcomes.
3. Describe ways to customized environmental supports for individuals with
difference cognitive and behavioral profiles
4. Review the evidence for the effectiveness of psychosocial treatments that are
designed to bypass deficits in cognitive functioning for schizophrenia patients and the
applicability of these interventions to dementia and head injury populations.
Presenter’s qualifications to teach this course:
Dr. Velligan is internationally recognized for her research focusing on cognitive deficits
that cause functional consequences. Her research suggests interventions to bypass
cognitive impairment and improve community function in individuals with mental illness
such as dementia.
Bibliography:
rith, C. D., (1992). The cognitive neuropsychology of schizophrenia. East Sussex,United Kingdom,
Erlbaum Taylor & Francis.
Green, M.F, (1996). What are the functional consequences of neurocognitive deficits in schizophrenia?
American Journal of Psychiatry 153(3), 321-330.
Medalia, A, Richardson, R., (2005). What predicts a Good Response to Cognitive Remediation
Interventions? Schizophrenia Bulletin 31(4):942-53
Velligan D. I., True, J. E., Lefton, R. S., Moore, T. C., Flores, C.V., (1995). The validity of the Allen
Cognitive Levels (ACL) assessment: A tri-ethnic comparison. Psychiatry Research, 56:101-109.
Velligan D. I., Bow-Thomas C. C., (2000). Two case studies of Cognitive Adaptation Training for
schizophrenic outpatients. Psychiatry Services, 51 (1):25-29.
Velligan, D. I., Bow-Thomas, C. C., Huntzinger, C. D., Ritch, J., Ledbetter, N., Prihoda, T. J., Miller, A.
L., (2000). Randomized controlled trial of the use of compensatory strategies to enhance adaptive
functioning in outpatients with schizophrenia. American Journal of Psychiatry 157(8):13171323.
Velligan, D. I., Prihoda, T. J., Maples, N., Ritch, J., Bow-Thomas, C. C., Dassori, A. (2002). A
randomized single-blind pilot study of compensatory strategies in schizophrenia outpatients.
Schizophrenia Bulletin 28(2):283-292.
Velligan, D. I., Mueller, J., Wang, M., Dicocco, M., Diamond, P., Maples, N.
J., Davis, B..(2006). Use of Environmental Supports Among Patients With
SchizophreniaPsychiatric Services, 57(2): 219-224.
2. Catherine A Earhart OTR/L
Objectives:
After this presentation, participants will be able to:
1. Describe how scoring the performance of individuals on ADMs depends on
recognizing a patter of behaviors
2. Explain why scores need to be interpreted within the context of other data about
patters of behavior
3. Describe how mismatches between an individual’s patterns of behavior and those
described in the cognitive disabilities model can help guide the evaluation process.
Presenter’s qualifications to teach this course:
Catherine Earhart is the Supervisor of Occupational Therapy at Los Angles County and
University of South California Healthcare Network in Los Angles, California. She has
assisted in the development and production of the Allen Diagnostic Module and designed
a collection of 35 standardized activity assessments.
Bibliography:
Allen, C. K. (1985). Occupational Therapy for Psychiatric Diseases: Measurement and
Management of Cognitive Disabilities. Boston: Little, Brown, and Company.
Allen, C.K., Earhart, C. A., Blue, T.(1992). Occupational Therapy Treatment Goals for
the Physically and Cognitively Disabled. Rockville: American Occupational Therapy
Association.
Earhart, C. A. (2006). Allen Diagnostic Modules: Manual (2nd Edition.) Colchester, CT:
S & S Worldwide.
Grant, S. (2003). Cognitive disabilities frame of reference. In E. B. Crepeau, E. S. Cohn & B. A.
Boyt Schell (Eds.), Willard & Spackman's occupational therapy (10th ed., pp. 261-267).
Philadelphia: Lippincott, Williams and Willkins.
Katz, N. (2006). Routine Task Inventory - Expanded (RTI-E) manual, prepared and elaborated on
the basis of Allen, C. K. (1989 unpublished).Unpublished manuscript.
Levy, L., & Burns, T. (2005). Cognitive disabilities reconsidered: Rehabilitation of older
adults with dementia. In N. Katz (Ed.), Cognition & occupation across the life span:
Models for intervention in occupational therapy (pp. 347-388). Bethesda, MD:
American Occupational Therapy Association
Warchol, K. (2006). Facilitating functional and quality-of-life potential: Strength-based
assessment and treatment for all stages of dementia. Topics in Geriatric
Rehabilitation, 22(3), 213-227.
3. Caryl G Gurski, M.S. OTR
Objectives:
After this presentation, participants will be able to:
1. Explain how to establish personalized intervention plan using Allen’s cognitive levels
and select graded plant related activities that facilitate successful experience for each
client.
2. Describe how Horticultural activities are graded to meet needs and abilities of the
client.
3. Describe client identified outcomes that emerged from the analysis of data from the
study.
Presenter’s qualifications to teach this course:
Ms. Gurski earned a BA from Baldwin Wallace College-Berea, Ohio. She has dedicated
her life’s work in serving the geriatric population diagnosed with dementia as a regional
manger, teacher and consultant for the development and implementation of the
Horticultural Therapy Program.
Bibliography:
Bowlby-Sifton, C. (2000). Occupation with persons with dementia. Alzheimer’s Care
Quarterly 1(2), 7-28.
DePoy, E. & Gitlin, L. (2005). Introduction to research: Understanding and applying multiple
strategies
(3rd Ed). New York, NY: Mosby.
Gurski, C. G. (2004). Horticultural Therapy for Institutionalized Older Adults and
Persons with Alzheimer’s Disease and Other Dementias: A Study and Practice.
Journal of Horticulture Therapy, 14.
Heliker, D., Chadwick A., O'Connell, T. (2000). The meaning of gardening and the effects on
perceived well being of a gardening project on diverse populations of elders. Activities,
Adaptation & Aging, 24(3): 35-56..
Warchol, K. and Copeland, C. (2001). Adapted Fast Scale from Reisberg, B. (1986). Geriatrics,
41:30-46.
4. Tracey Vause-Earland, MS, OTR/L
Objectives:
At the conclusion of this session, participants will be able to:
1) Describe the significance and necessity for using standardized assessment
tools
2) Examine the relationship between Allen’s Lacing and Placemat
assessments and neuropsychological tests
3) Discuss implications for understanding cognitive functioning in patients
with dementia
4) Identify an efficient assessment approach to use with patients diagnosed
with dementia
Presenter’s qualifications to teach this course:
Tracey Vause Earland is an Assistant Professor in the Department of Occupational
Therapy at Thomas Jefferson University. Over the last 12 years, she has served as an
Occupational Therapy Interventionist on a number of nationally-funded studies focusing
on Dementia management and Caregiver skill-training.
Bibliography:
Jurica, P.J., Leitten, C.L., & Mattis, S. (2001). Dementia Rating Scale-2. Lutz, FL:
Psychological Assessment Resources, Inc.
Baum, C., & Edwards, D.F. (1993). Cognitive Performance in Senile Dementia of
Alzheimer’s Type: The Kitchen Task Assessment. American Journal of Occupational
Therapy, 47, 431-436.
Earhart, C. A., Allen, C.K., & Blue, T. (2006). Allen Diagnostic Module: Manual.
Colchester, CT: S & S Worldwide.
Folstein, M.F., Folstein, S.E., & McHugh, P.R. (1975). Mini-Mental State: A practical
method for grading the cognitive state of the patient for the clinician. Journal of
Psychiatric Research, 12, 189-198.
5. Nancy D. Harris, M.A., CCC-SLP
Objectives:
At the conclusion of this session, participants will be able to:
1) Identify residents for a functional communication program.
2) Implement strategies to improve the quality of life of residents while reducing the
burden on caregivers.
3) Describe strategies to manage problematic behaviors in residents.
4) Apply strategies to capitalize on existing functional communication skills.
Presenter’s qualifications to teach this course:
Nancy D. Harris, M. A., CCC-SLP, earned her masters degree in speech-language
pathology at Kent State University in 1985. She currently is a clinical supervisor for the
Audiology and Speech Center at The University of Akron. Her background includes
extensive clinical experience in long-term care and acute care settings.
Bibliography:
Albrecht, Sally A. (1998). Managing Dementia: Improving Quality of Life for Older
Adults with Dementia. Medina, Ohio: Activities and Interventions for Dementia
(A.I.D.).
Allen, Claudia K. How to Use the Allen’s Cognitive Levels in Daily Practice. Ormond
Beach, FL: Allen Conferences.
Allen, Claudia Kay and Bertrand, James (Editor). Structures of the Cognitive
Performance Modes. Ormond Beach, FL: Allen Conferences.
Almon-Matangos, Susan E., Edney, Angela, and Czernejewski, Jodi. (2000). Using
Allen Cognitive Levels to Design Interdisciplinary Dementia Treatment Programs.
ASHA Convention Washington, D.C.: Beverly Rehabilitation.
Bertrand, Carol. (1997). Starting an Allen’s Cognitive Level Program in a Geriatric
Facility. Ormond Beach, FL: Allen Conferences.
Brush, Jennifer & Camp, Cameron (1998). Therapy Technique for Improving Memory:
Spaced Retrieval. Beachwood, Ohio: Menorah Park Center for the Aging.
Calkins, M. P. Producer. (2001) Creating Successful Dementia Care Settings (Vol. 1-4,
Videos 1-3). Baltimore: Health Professions Press.
Cohen-Mansfield, Jiska (2000). Nonpharmacological management of behavioral
problems in persons with dementia the TREA model. Alzheimer’s Care Quarterly,
Vol. 1, Issue 4, 22-34.
Hellen, Carly (1998). Alzheimer’s Disease Activity Focused Care. Boston: ButterworthHeinemann.
Pietro, Mary Jo Santo & Ostuni, Elizabeth (1997). Successful Communication with
Alzheimer’s Disease Patients. Boston: Butterworth-Heinemann.
Reese, Pam Britton (2000). The Source for Alzheimer’s and Dementia. East Moline,
Illinois: LinguiSystems, Inc.
Slominski, Thomas J. (2000). Medicare Guidelines Explained for the Speech-Language
Pathologist. Northern Speech Services, Inc.
6. Anne McKye, OT Reg (Ont). BASc., SHSc (OT), MSc.
Carol Hennigar, O.T. Reg (Ont). BSc (OT)
Objectives:
At the conclusion of this presentation participants will be able to:
1. Describe the cognitive demands of diabetes self-management based on task
analysis.
2. Apply the Allen cognitive disabilities model to occupational therapy
recommendations for safe independent community self-management of diabetes.
Presenter’s qualifications to teach this course:
Ms. McKye has her Masters of Science in Rehabilitation and has dedicated her career to
the research of older adults with cognitive impairments. As a member of the Seniors
Health Outreach Team, Anne does in-home assessments, as well as community education
and development for geriatric care.
Ms. Hennigar has practiced in the field of geriatric care for over 31 years. Carol initiated
and facilitated application of the Allen Cognitive Disabilities Model at Trillium Health
Centre, where it is now used across all disciplines.
Bibliography:
Allen, C.K., Earhart, C.A., & Blue, T. (1992). Occupational Therapy Treatment Goals
for the Physically and Cognitively Disabled. Rockville, Maryland: The American
Occupational Therapy Association, Inc.
Bellack, A.S. (2004). Skills Training for People with Severe Mental Illness. Psychiatric
Rehabilitation Journal, 27(4), 375-388.
Harvey, D.P., & Sharma, T. (2002). Understanding and Treating Cognition in
Schizophrenia: A Clinician’s Handbook. London: Martin Dunitz Ltd.
Hoff, A.L., & Kremen, W.S. (2003). Neuropsychology in Schizophrenia: An Update.
Current Opinion in Psychiatry, 16(2), 149-155.
Law, M., Baptiste, S., Carswell, A., McColl, M., Polatajko, H., & Pollock, N. (1998).
Canadian Occupational Performance Measure (3rd ed.). Ottawa, Ontario: CAOT
Publications ACE.
Velligan, D.I., & Bow-Thomas, C.C. (1999). Executive function in schizophrenia.
Seminars in Clinical Neuropsychiatry, 4(1), 24-33.
7. Sarah Austin MS, OTR/L
Objectives:
At the conclusion of this presentation participants will be able to:
1) Explain the theoretical link between the Allen Diagnostic Module (ADM) and independent
living skills.
2) Describe the empirical evidence of a relationship between the (ADM) and independent living
skills in adults with schizophrenia as measured by the Kohlman Evaluation of Living Skills.
Presenter’s qualifications to teach this course:
Sarah Austin is an assistant professor of Occupational Therapy at Chicago State
University. She is also a doctoral candidate in Educational Psychology with a
specialization in Measurement, Statistics, Assessment and Evaluation at the University of
Illinois at Chicago.
Bibliography:
Allen, C. K., & Earhart, C. A. (2000). Allen Cognitive Level Screen (ACLS). Colchester,
CT: S&S Worldwide.
Earhart, C. A. (2006). Allen Diagnostic Modules: Manual (2nd ed.). Colchester, CT: S&S
Worldwide.
Ivarsson, A., Carlsson, M., & Sidenvall, B. (2004). Performance of occupations in daily
life among individuals with severe mental disorders. Occupation Therapy in
Mental Health, 20(2), 33-50.
Levy, L., & Burns, T. (2005). Cognitive disabilities reconsidered: Rehabilitation of older
adults with dementia. In Cognition & occupation across the life span: Models for
intervention in occupational therapy (pp. 347-388). Bethesda, MD: American
Occupational Therapy Association.
Zimnavoda, T., Weinblatt, N., & Katz, N. (2002). Validity of the Kohlman Evaluation of
Living Skills (KELS) with Israeli elderly individuals living in the community.
Occupational Therapy
8. Komala Pepin B. Sc, O.T.
Joan Riches, B. Sc. O.T.
Objectives:
At the conclusion of this presentation participants will be able to:
1) Apply the methods of the Cognitive Disability Model to reinvigorate existing
vocational rehabilitation programs.
2) Recognize opportunities to nurture therapists in professional growth.
3) Consider the value of system support and long range mentoring in program
development.
Presenter’s qualifications to teach this course:
Komala Pepin is the Assistant Manager of Regional Social, Vocational and Supports
Programs in the Regional Mental Health Program of the Capital Health Authority,
Edmonton, Alberta, Canada.
Joan Riches is an educator in private practice from High River, Alberta, Canada, is
president elect of Allen Advisors Ltd.
Bibliography:
Burns, T., McCarten, J. R., Adler, G., Bauer, M., & Kuskowski, M. A. (2004). Effects of
repetitive work on maintaining function in Alzheimer's disease patients. American
Journal of Alzheimer's Disease and Other Dementias, 19(1), 39-44.
Chard, G. (2000). An Investigation into the Use of the Assessment of Motor and Process
Skills (AMPS) in Clinical Practice. British Journal of Occupational Therapy, 63(10),
481-488.
Ennals, P. & Fosssey, E., (2007). The Occupational Performance History Interview in
Community Mental Health Case Management: Consumer and Occupational Therapist
Perspectives. The Australian Occupational Therapy Journal, 54, 11-21.
Katz, N. (2006). Routine Task Inventory - Expanded (RTI-E) manual, prepared and
elaborated on the basis of Allen, C. K. (1989 unpublished).Unpublished manuscript.
Rappolt, S., Mitra, A. L. & Murphy, E. (2002). Professional accountability in restructured
contexts of occupational therapy practice. Canadian Journal of Occupational
Therapy, 69(5), 293-302
9. Angela Edney MS, OTR/L
Donna Diedrich PT, GCS
Jennifer Tauro OTR/L
Objectives:
In the conclusion of this presentation participants will be able to:
1. Explore the complexity of transportation in people with serious mental illness
with cognitive and functional impairment.
2. Use Allen Cognitive Levels for development of a consistent assessment and
evidence-based intervention promoting travel independence and resource
utilization.
Presenter’s qualifications to teach this course:
Angela Edney is a Clinical Director of Operations for AEGIS Therapies. Ms. Edney
serves as a clinical resource for speech-language pathology, occupational therapy, and
physical therapy. Publications include “Dementia: A Systematic Approach to
Rehabilitation Intervention,” an article published in Focus on Geriatric Are and
Rehabilitation, Jul/August 2000, Vol. 14(3).
Donna Diedrich is a Clinical Director for Aegis Therapies. She graduated Ithaca
College with a BS in Physical Therapy, and presents with 26 years experience, of
these, 20 years in geriatric therapy. She is certified by the APTA as a Geriatric
Clinical Specialist and currently supports rehab disciplines including OT, PT and
ST across 8 states and the District of Columbia. She presented at APTA 2006
Combined Sections Meeting on the topic of Treatment Interventions for the
Cognitively Impaired Faller. She has presented at Healthcare and Professional
Associations in KY, GA and NC on rehab related topics.
Jennifer Tauro is a district manger with Aegis Therapies. She has presented UI
courses in the past and is a clinical leader in UI management and provides support calls to
various districts to help implement and streamline their UI clinical program.
Bibliography:
Edney, A. (2005). Preventing falls for clients with cognitive impairments. Occupational
Therapy Practice, 10(22), 23-26.
Hulme, J. (1999). Geriatric Incontinence: A Behavioral and Exercise Approach to Treatment,
Missoula: Phoenix Publishing.
Newman, D. (2007). Urinary incontinence, catheters, and urinary tract infections: An
overview of CMS Tag F 315. Ostomy and Wound Management, 52, 34-44..
Katz, N. (2006). Routine Task Inventory - Expanded (RTI-E) manual, prepared and
elaborated on the basis of Allen, C. K. (1989 unpublished).Unpublished manuscript.
Pollard, D. & Olin D. (2005). Allen Cognitive Levels: Meeting the Challenges of Client
Focused Services, Monona: SelectOne Rehab
Warchol, K. (2006). Facilitating functional and quality-of-life potential: Strength-based
assessment and treatment for all stages of dementia. Topics in Geriatric Rehabilitation,
22(3), 213-227.
10. Joan Riches, B. Sc. O.T.
Sarah Austin MS, OTR/L
Objectives:
At the conclusion of this presentation participants will be able to:
1) Begin to use the construct of linked and related hierarchies of abilities and activity
demands to recognize clusters of characteristic behaviors at different levels of the
hierarchies.
2) Describe the links between theory and assessment in the cognitive disabilities
model and thus develop expertise in score interpretation and treatment planning.
3) Explain how theory based task analysis illuminates the interpretation of scores
from assessments based on the cognitive disabilities theory and enhances
treatment planning.
Presenter’s qualifications to teach this course:
Joan Riches is an educator in private practice from High River, Alberta, Canada, is
president elect of Allen Advisors Ltd.
Sarah Austin is an assistant professor of Occupational Therapy at Chicago State
University. She is also a doctoral candidate in Educational Psychology with a
specialization in Measurement, Statistics, Assessment and Evaluation at the University of
Illinois at Chicago.
Bibliography:
Austin, S. L. (2006). Hierarchies of Abilities and Activity Demands in Assessments
Associated with the Cognitive Disabilities Model: A Validity Study. Unpublished
Manuscript.
Earhart. C. A. (2006). Allen Diagnostic Module (2nd Ed.). Colchester, CT: S&S
Worldwide.
Katz, N. (2006). Routine Task Inventory - Expanded (RTI-E) manual, prepared and
elaborated on the basis of Allen, C. K. (1989 unpublished).Unpublished
manuscript.
Levy, L., & Burns, T. (2005). Cognitive disabilities reconsidered: Rehabilitation of older
adults with dementia. In Cognition & occupation across the life span: Models for
intervention in occupational therapy (pp. 347-388). Bethesda, MD: American
Occupational Therapy Association.
Pollard, D., & Olin, D. W. (2005). Allen's cognitive levels: Meeting the challenges of
client focused services. Monoma, WI: Selectone Rehab.
11. Sharon Jackson, COTA/L
Objectives:
At the conclusion of this presentation participants will be able to:
1) Describe to administers the financial benefits of using Allen’s cognitive
disabilities model in a long term care facility.
2) Identify a Core Team/“Agents” of Change, and together develop a solid master
plan to begin the “Allenization” process.
3) Describe the process of educating and training various departments within a longterm care facility.
4) Identify how to implement the cognitive disabilities model within various
departments programs & daily documentation.
Presenter’s qualifications to teach this course:
Sharon Jackson is a 1998, COTA/L Graduate of Stark State College in Ohio. She has
designed and developed many diverse programs for care by implementing the Allen’s c
cognitive disabilities model. She has successfully educated several departments, such as
nursing, physical therapy, activities, housekeeping and dietary, on Allen’s concept of
personalized care.
Bibliography:
Allen, C. K., & Earhart, C. A. (2000). Allen Cognitive Level Screen (ACLS). Colchester, CT: S&S
Worldwide.
Bieber, D. C., & Keller, B. (2005). Falls and the client with dementia: Using the occupational
profile and Allen cognitive level to direct care. Gerontology: Special Interest Section
Quarterly, 28(2), 1-3.
Ngoh, C. T., Lewis, I. D., & Connolly, P. M. (2005). Outcomes of inpatient geropsychiatric
treatment: the value of assessment protocols. Journal of Gerontological Nursing, 31(4),
12-18.
Pollard, D., & Olin, D. W. (2005). Allen's cognitive levels: Meeting the challenges of client
focused services. Monoma, WI: Selectone Rehab.
Warchol, K. (2004). An interdisciplinary dementia program model for long-term care. Topics in
Geriatric Rehabilitation, 20(1), 59-71.
Warchol, K. (2006). Facilitating functional and quality-of-life potential: Strength-based
assessment and treatment for all stages of dementia. Topics in Geriatric Rehabilitation,
22(3), 213-227.
12. E. Adel Herger, MS. OTR/L
Sandee Chalik, MS OTR/L
Objectives:
At the conclusion of this presentation participants will be able to:
1) Identify strategies used to instruct graduate occupational therapy students in
the entry level understanding of cognitive disabilities theory.
2) Appraise student’s application of the theory through didactic and lab
experiences.
3) Examine student outcomes and make inferences about the effectiveness of this
instructional technique.
4) Describe ways to apply a systematic approach to teaching within your own
instructional settings (academic and/or clinical)
Presenter’s qualifications to teach this course:
Adel serves as a consultant to several research projects that use the Theory. In 1998 Adel
introduced the use of the Theory into that program and it now serves as one of the major
theories used in intervention and program development.
Sandee has taught theory in the Department of Occupational Therapy for the past 6 years.
Sandee is also a practicing clinician at The Newgrange School, a school for students with
average intelligence and language based learning disabilities, including ADHD, Dyslexia,
Asperger Syndrome, Tourette Syndrome and similar diagnoses.
Bibliography:
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of
Educational Goals, Handbook 1-Cognitive Domain, New York, NY: David McKay.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture
of learning. Educational Researcher, 18, 32-42.
Tewksbury, B. J. & Macdonald, R. H. (2005). Professional Development for
Faculty: Teaching a Workshop on Effective and Innovative Course Design. Retrieved
May 16, 2007 from
http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/for_developers.html
Wells, G. & Claxton, G. (Eds) (2002). Learning for Life in the 21st Century:
Sociocultural Perspectives of the Future of Education. Ames, IA: Blackwell.
13. Silvia Tridici, OT Reg. (Ont.), BSc. OT
Carol Hennigar, OT Reg. (Ont.), BSc (OT)
Objectives:
At the conclusion of this presentation participants will be able to:
1. Explore the complexity of transportation in people with serious mental illness with
cognitive and functional impairment.
2. Use Allen Cognitive Levels for development of a consistent assessment and
evidence-based intervention promoting travel independence and resource utilization.
Presenter’s qualifications to teach this course:
Silvia has extensive experience working with people with serious mental illness in the
community where she gained a deep understanding of the needs and challenges faced by
this population. She initiated use of Allen Cognitive Disabilities Model into the ACT
team OT role.
Ms. Hennigar has practiced in the field of geriatric care for over 31 years. Carol initiated
and facilitated application of the Allen Cognitive Disabilities Model at Trillium Health
Centre, where it is now used across all disciplines.
Bibliography:
Bellack, A.S. (2004). Skills Training for People with Severe Mental Illness.
Psychiatric Rehabilitation Journal, 27(4), 375-388.
Harvey, D.P., & Sharma, T. (2002). Understanding and Treating Cognition in
Schizophrenia: A Clinician’s Handbook. London: Martin Dunitz Ltd.
Hoff, A.L., & Kremen, W.S. (2003). Neuropsychology in Schizophrenia: An Update.
Current Opinion in Psychiatry, 16(2), 149-155.
Law, M., Baptiste, S., Carswell, A., McColl, M., Polatajko, H., & Pollock, N. (2005).
Canadian Occupational Performance Measure (4rd ed.). Ottawa, Ontario: CAOT
Publications ACE.
Velligan, D. I., Bow-Thomas, C., Huntzinger, C., Ritch, J., Ledbetter, N., Prihoda, T. J., &
Miller, A. L. (2000). Randomized controlled trial of the use of compensatory strategies to
enhance adaptive functioning in outpatients with schizophrenia. American Journal of Psychiatry,
157(8), 1317-1323.
Velligan, D.I., & Bow-Thomas, C.C. (1999). Executive function in schizophrenia.
Seminars in Clinical Neuropsychiatry, 4(1), 24-33.
POSTER PRESENTATION
A. “It’s All In the Cards”
Stella Marie Farrell OTR/L
Catjerom Earhart, OTR/L
Objective:
1) At the conclusion of this presentation participants will be able to describe
potential uses of paper greeting cards as assessments of functional abilities for
individuals with severe to moderate global cognitive impairments.
Presenter’s qualifications:
Stella Marie Farrell is currently Occupational Therapist II at LAC+USC
Healthcare Network Psychiatric Service. She has worked with the Cognitive
Disabilities frame of reference to provide services to adult inpatients since
1999.
Catherine Earhart is the Supervisor of Occupational Therapy at Los Angles
County and University of South California Healthcare Network in Los Angles,
California. She has assisted in the development and production of the Allen
Diagnostic Module and designed a collection of 35 standardized activity
assessments.
Bibliography:
Allen, C. K., Earhart, C. A., & Blue, T. (1992). Occupational therapy
treatment goals for the physically and cognitively disabled. Bethesda, MD:
American Occupational Therapy Association.
Earhart, C. A. (2006). Allen Diagnostic Modules: Manual (2nd ed.). Colchester, CT: S&S Worldwide.
Foose, S., L. (2001). The Card Shop: a dazzling collection of handmade
paper greetings. Chicago; Contemporary Books.
B. The Joy of Touch and Reminiscence with Quilts
Marian Bryan OTA
Joan Riches, OT
Objective:
1) At the conclusion of this presentation participants will be able to describe
the necessary elements to create an effective, safe and satisfying quilt to
encourage environmental interaction in individuals at Levels 2 and 3.
Presenter’s qualifications:
Marian Bryan OTA works mainly with geriatric clients in a rural general hospital
with includes a long term care unit.
Joan Riches B.Sc.O.T., an educator in private practice from High River,
Alberta, Canada, is president elect of Allen Advisors Ltd.
Bibliography:
Allen, C. K., Earhart, C. A., & Blue, T. (1992). Occupational therapy
treatment goals for the physically and cognitively disabled. Bethesda, MD:
American Occupational Therapy Association.
Earhart. C. A. (2006). Allen Diagnostic Module (2nd Ed.). Colchester,
CT: S&S Worldwide.
Warchol, K.,Copeland, C., Ebell, C.,(2006). Dementia Therapy:
Achieving Positive Outcomes for the Person
with Dementia.
Chesterfield, MO: Dementia Care Specialists, Inc.
C. Convergent Vilidity Between the Cognitive
Performance Test and Allen Cognitive Level
Erin Muston MS, OTR
Debra Lindstrom-Hazel PhD, OTR
Christina Erbisch MS, OTR
Objective:
At the conclusion of this presentation participants will be able to
1) Describe the relationship between the Large Allen Cognitive Level
Screen (LACLS) and the Cognitive Performance Test (CPT) in measuring
cognition using the Allen Cognitive Levels.
Presenter’s qualifications
Erin is a recent graduate of Western Michigan University with a Master’s
degree in Occupational Therapy. Her research was completed under the
direction of Debra Lindstrom-Hazel and in conjunction with Marquette General
Hospital.
Dr. Lindstrom-Hazel is an associate professor in occupational therapy at
Western Michigan University. Her professional interests include wellness for
seniors, social epidemiology, fall prevention, hip fracture recovery, injury
prevention, work rehabilitation, and evaluation norms.
Chris Erbisch is the Director of Occupational Therapy at Marquette General
Hospital She is the director of a federally funded outreach program that is
designed to improve medical access to care, and coordination of care between
the medical providers and community resources for patients with memory
problems. Her cooperation with Western Michigan University facilitated the
completion with this research project.
Bibliography:
Bar-Yosef, C., Weinblatt, N., & Katz, N. (1999). Reliability and validity of the
cognitive performance test (CPT) in an elderly population in Israel. Physical &
Occupational Therapy in Geriatrics, 17(1) 65-79.
Kehrberg, K.L., Kuskowski, M.A., Mortimer, J.A., & Shoberg, T.D. (1992).
Validating the use of an enlarged, easier-to-see Allen cognitive level test in geriatrics.
Physical &
Occupational Therapy in Geriatrics, 10(3) 1-14.
Velligan, D.I., Bow-Thomas, C.C., Mahurin, R., Miller, A., Dassori, A., & Erdely,
F. (1998). Concurrent and predictive validity of the Allen Cognitive Levels Assessment.
Psychiatry
Research, 80, 287-298.
D. Comparing the ACL to Assessment Tools in SpeechLanguage Pathology
Nancy D. Harris, MA, CCC-SLP
Objectives:
At the conclusion of this presentation participants will be able to
1. Describe the difference between five different assessments for cognition.
2. Compare the results of clients with TBI, CVA, and dementia across the
five tests of cognition.
Presenter’s qualifications:
Nancy D. Harris, M. A., CCC-SLP, earned her masters degree in speech-language
pathology at Kent State University in 1985. She currently is a clinical
supervisor for the Audiology and Speech Center at The University of Akron. Her
background includes extensive clinical experience in long-term care and acute
care settings.
Bibliography”
Allen, Claudia K. (1999). How to Use the Allen’s Cognitive Levels in Daily
Practice. Ormond Beach, FL: Allen Conferences.
Allen, Claudia Kay and Bertrand, James (Editor) (1999). Structures of the
Cognitive Performance Modes. Ormond Beach, FL: Allen Conferences.
Allen, C.K., Earhart, E.A., & Blue, T. (1995). Understanding Cognitive
Performance Modes. Ormond Beach, FL: Allen Conferences.