Participation-focused Knowledge Translation in Pediatric OT

Earn 1 hour of continuing education by joining OT Potential after taking this course.

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Both participation-focused OT and knowledge translation are hot topics in OT right now. 

And, in this one-hour course we will explore a research article that puts forth a knowledge translation roadmap to accelerate the uptake of participation-focused OT assessments and intervention. 

These are both big topics in their own right, and when you mesh them together it feels like more than one therapist can handle. 

Honestly, that’s the point: Both knowledge translation and participation-focused OT are a team sport. 

It’s going to take all of us to be both thinking differently as individuals and collaborating in new ways to solve problems for our clients. To help us unpack this journal article, and the practical implications for your OT practice, we are excited to welcome to the podcast our guest, Satvika Garg, PhD, OTR/L, Scientific Officer at the American Occupational Therapy Foundation.

Primary Journal Article Explored

When you log in, be sure to check out the OT Potential Club’s written breakdown of the following research article. Then, share your questions and thoughts with fellow practitioners.

• Towards a paradigm shift in pediatric rehabilitation: Accelerating the uptake of evidence on participation into routine clinical practice

Supporting Research and Journal Articles

• Assessing participation of children with acquired brain injury and cerebral palsy: a systematic review of measurement properties
• Measures used to quantify participation in childhood disability and their alignment with the family of participation-related constructs: a systematic review

Supplementary Materials from Discussion

See the knowledge translation framework and the group behind it:

• The Leading Evidence to Advance Participation-focused Practice (LEAP) Initiative

Participation-focused interventions:

• Partnering for Change
• Occupational Performance Coaching
• Context therapy
• Pathways and Resources for Engagement and Participation (PREP)
• Teens making Environment and Activity Modifications (TEAM)
• Local Environment Model (LEM)

Here are some cited examples of participation-focused assessments:

• Activity Card Sort (ACS)
• Assessment of Life Habits (LIFE-H)
• Canadian Occupational Performance Measure (COPM)
• Children’s Assessment of Participation and Enjoyment (CAPE) and Preferences for Activities of Children (PAC)
• Goal Attainment Scale (GAS)
• Pediatric Evaluation of Disability Inventory (PEDI)
• School Function Assessment (SFA)
• Vineland Adaptive Behavior Scales | Third Edition (Vineland-3)
• Young Child and Participation and Environment Measure (YC-PEM)

Learning Objectives

• You will be able to recognize participation-based assessments you can use in your pediatric practice.
• You will be able to identify participation based interventions with a growing evidence base behind them.

Agenda

Intro (5 minutes)

Breakdown and analysis of journal article (5 minutes)

• Intro to participation-focused pediatric rehab
• What does participation-focused rehab entail?
• What participation-focused interventions/assessments did they mention?
• Bridging the knowledge to practice gap
• What was the purpose of this paper?
• Theoretical foundations
• The Roadmap to Participation Knowledge Translation
• Discussion/Conclusion
• Takeaways for OT practitioners

Discussion on practical implications for OTs (with Satvika Garg) (50 minutes)

• Can you tell me how you first found OT? 
• Can you tell us about how you became interested in research, and a little about your role as scientific programs officer at AOTF?
• What were your initial impressions of the article?
• Why is knowledge translation so hard?
• Why haven’t we historically been more focused on participation in OT? 
• When you think about knowledge translation is there a particular model or framework you utilize? 
• Is participation-focused practice the future of OT? And, where do you think the evidence sits today?
• If you were to jump into full-time pediatric practice today, what habits and systems would you implement for yourself to encourage knowledge translation? 
• Thinking big-picture: what are you most excited about for our profession, when you think about knowledge translation and/or participation research in the next 5 years? 

Target Audience/Educational Level

Our target audience is occupational therapy practitioners who are looking to learn about Knowledge Translation in Pediatric OT with Satvika Garg.  The educational level is introductory.

Financial and Non-financial Disclosures

It is the policy of OT Potential to disclose any financial and non-financial interest the provider or instructor may have in a product or service mentioned during an activity. This is to ensure that the audience is made aware of any bias of the speaker.

We here at OT Potential have no financial stake in this topic.  Our guest, Satvika Garg also has no financial disclosures. 

Speakers

Satvika Garg, PhD, OTR/L

Dr. Satvika Garg is the Scientific Programs Officer at the American Occupational Therapy Foundation (AOTF).  In this role, she develops, implements, manages, and evaluates the Foundation’s scientific programs and serves as the AOTF’s scientific programs representative to the stakeholder groups such as the AOTA, NBCOT, external scientific community, organizations, associations, governmental agencies, and academic institutions.

Prior to joining the AOTF, Dr. Garg worked as an Occupational Therapist/Research Collaborator at Children’s National Hospital in Washington, DC from 2015-2021 and as an Adjunct Faculty/ Teaching Assistant at New York University, NY from 2009-2014. Dr. Garg obtained her PhD in occupational therapy from New York University (NYU), NY and received her MS in OT from Tufts University, MA. Read full bio.

Sarah Lyon, OTR/L

Sarah’s passion is helping fellow OT practitioners translate evidence into daily practice. Sarah earned her BA in religion from St. Olaf College, then earned her master’s degree in occupational therapy from New York University in 2011.

Since then, she’s worked in numerous facilities, including a critical access hospital, an acute trauma hospital, and a state inpatient psychiatric hospital. Sarah is the founder/owner of OT Potential. Read more about OT Potential here.

This course was designed to meet your continuing education requirements

We designed the courses in the Club to meet the requirements for “online” and “independent/self-study” courses. To verify the requirements from your specific state (within the US), check out our post, OT Continuing Education Requirements. If you are outside of the United States and have questions, please contact us.

We are proud to be an AOTA Approved Provider and to meet the requirements for your NBCOT renewal.

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