Occupational therapists have used many media and methods over the years to achieve the therapeutic potential of occupational therapy. Yet the reasons for selecting a specific medium or method frequently have been lost or changed without consideration of the result to the therapeutic situation. When neither therapist nor patient understands fully the rationale for a medium or method, the therapeutic potential of that medium or method may be compromised. The author suggests there are eight factors that influence the selection and discarding of media and methods in the practice of occupational therapy. The effects of the eight factors can be summarized in 14 assumptions. Three examples--arts and crafts, sanding blocks, and work-related programs--are used to illustrate the factors and assumptions. It is suggested that improved analysis of occupations based on values and interests could reduce the separation of meaning and purpose in the selection and discarding of media and methods used in occupational therapy practice.

The purpose of this study was to explore the assessments used in occupational therapy practice through identifying most commonly used assessments and the rationale for their use in different occupational therapy practice areas. The study utilized a nonprobability convenience sample of 260 occupational therapy practitioners attending the American Occupational Therapy Association's annual conference. A descriptive survey research design was used for conducting this study. The survey instrument addressed three major questions related to (a) the area of practice, (b) the specific assessments used, and (c) reasons for using the specific assessments. Descriptive statistics were utilized to analyze the results. Results indicated most of the assessments used in occupational therapy clinics target body structure and function. Assessments were used due to their convenient availability in clinics, clinical utility and standardization, client-centeredness, development by occupational therapists, being taught in school/fieldwork, and being satisfying to insurance companies. Implications for occupational therapy education, practice, and research are presented.

This paper discusses federal legislation relating to persons with disabilities and it divides into 13 areas. Several areas of legislation, such as education and basic education, have a long history beginning with World War I. Laws related to other areas, such as federal support for developing technology, have been adopted only within the past 5 years. The Americans With Disabilities Act of 1990 (ADA) (Public Law 101-336), which guarantees civil rights to Americans with disabilities, has five titles, and each is summarized. Although the ADA provides for Americans with disabilities to be included in American society, it has some major limitations, including the lack of an affirmative action requirement and of provisions for the education and training of persons with disabilities so that they can qualify for employment. Several of the federal laws related to persons with disabilities have affected the field of occupational therapy either favorably or adversely. The conclusion is drawn that occupational therapists need to be alert to pending legislation to promote the role of occupational therapy in serving persons with disabilities.

No abstract