Although programs exist to support teen parents, little is known about the daily life patterns of teen mothers. This study used a mixed methods approach to examine teen mothers' time allocations and occupational choices. The researchers interviewed and collected experiential time samples from nine teen mothers during a 3-week period. The teen mothers were their children's primary caregivers, had ages ranging from 14 to 20 years, and lived in a rural community. Findings indicated that the teens spent the majority of their time engaged in instrumental activities of daily living that involved caring for their children because of feelings of obligation, performed most of their occupations at home, and spent more time engaged in passive than active leisure occupations. This study has implications for occupational therapy related to teen parenting programs.

Purpose: To identify academic and demographic variables related to a successful outcome on the national certification exam for occupational therapists (National Board for Certification in Occupational Therapy [NBCOT] exam) at one academic institution with the expectation that it could be replicated with multiple institutions.Method: Binary logistic regression analyses were used to analyze three sets of academic and demographic predictors of the pass/retake outcome on the NBCOT exam.Results: Results of these analyses indicated that overall grade point average (GPA) and outcomes of specific academic coursework that was focused on practice application predicted passing the NBCOT examination on the first attempt.Conclusion: Results from this study illustrate the complexity in predicting performance on the NBCOT examination and the need to expand the predictors included in future analyses.

This document contains four sections that direct the delivery of occupational therapy services. These sections are General Supervision, Supervision of Occupational Therapists and Occupational Therapy Assistants, Roles and Responsibilities of Occupational Therapists and Occupational Therapy Assistants During the Delivery of Occupational Therapy Services, and Supervision of Occupational Therapy Aides. General Supervision These guidelines provide a definition of supervision and outline parameters regarding effective supervision as it relates to the delivery of occupational therapy services. These supervision guidelines are to assist in the appropriate and effective provision of occupational therapy services. The guidelines themselves cannot be interpreted to constitute a standard of supervision in any particular locality. Occupational therapists, occupational therapy assistants, and occupational therapy aides are expected to meet applicable state and federal regulations, adhere to relevant workplace policies and the Occupational Therapy Code of Ethics (AOTA, 2005) and participate in ongoing professional development activities to maintain continuing competency.

The purpose of this paper is to define the Level II fieldwork experience and to clarify the appropriate conditions and principles that must exist to ensure that interventions completed by Level II fieldwork students are of the quality and sophistication necessary to be clinically beneficial to the client. When appropriately supervised, adhering to professional and practice principles, and in conjunction with other regulatory and payer requirements, the American Occupational Therapy Association (AOTA) considers that students at this level of education are providing occupational therapy interventions that are skilled according to their professional education level of practice. AOTA asserts that Level II occupational therapy fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist in compliance with state and federal regulations. Occupational therapy assistant fieldwork students may provide occupational therapy services under the supervision of a qualified occupational therapist or occupational therapy assistant under the supervision of an occupational therapist in compliance with state and federal regulations.

PurposeThe purpose of this document is to describe the knowledge and skills that are necessary for occupational therapists and occupational therapy assistants 1 to provide ethical, competent occupational therapy services related to technology and environmental interventions. Intended for internal and external audiences, it provides information about occupational therapy practitioners' roles and collaborative partnerships with other professionals in technology and environmental interventions, outlines professional development and supervision guidelines, defines terms related to technology and environmental interventions, and describes entry-and advanced-level knowledge and skills. In this document, the phrase technology and environmental interventions represents the broad range and combination of technology, environmental interventions, and reasonable accommodation strategies. The emphasis is on technology and environmental interventions that support the ability of people with or without disabilities to fully participate in their daily lives in accessible environments and livable communities and through engagement in occupations.