Through the Occupational Therapy Lens

As an academic, I cannot help but reflect on all the learning opportunities from this short scenario:

1. Trust yourself, your scope of practice, the evidence behind our professional bodies of research and what we have learned from the professionals and clients with whom we have interacted. Ethically and assured that you are doing no potential harm, use what you are seeing to give your client all that you’ve got. 2. Respect the importance of the environment - seek support and buy-in from all the players for the benefit of your client. Know what you don’t know and seek help and collaboration from resources in your physical and virtual communities. 3. Be client centered - invoke the intentional relationship to educate but always inform, problem solve, advocate and ask permission. 4. Whereas AT may seem like a specialty, reflecting back to the OT scope of practice traced as far back to my initial thoughts in the Zygo Resources article, this is exactly what we do. It’s reflected throughout the OTPF. 5. And lastly, for anyone who thinks they will “not do AT,” kindly be advised that person after person will come to you in your broad scope of practice who are users of no tech through high tech devices - it’s our professional responsibility to be informed. Reference: Cummings, F. (1989). Children with communicative impair- ment. In P. Nuse Pratt and A. Stevens Allen (Eds.), Occupational therapy for children, (2nd ed., pp. 442- 456). St. Louis, MO: Mosby. Jacobson-Sadacca, F. (1985). Children with communicative impairment. In P. Nuse Clark and A. Stevens Allen (Eds.), Occupational therapy for children (pp. 349-358). St. Louis, MO: Mosby. In closing, thank you so sincerely to all of you who have and continue to contribute to my journey to live and assist others to live life to the fullest using no tech through high tech strategies amongst all the various tools in my OT toolbox.

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