Home2025 Winter Fest Speakers

2025 Winter Fest Speakers & Session Descriptions

Supporting the Diverse Needs of Today’s OT Students on Level II Fieldwork (1-Hour)

Jessie Bricker

Jessie Bricker is Academic Fieldwork and Capstone Coordinator and Assistant Professor of Occupational Therapy and Medicine at the Washington University in St. Louis School of Medicine. Dr. Bricker has over 20 years of experience in clinical practice and has held multiple leadership and administrative roles in clinical and academic settings. She currently teaches content in professional identity development, health policy and capstone proposal development. She received her Bachelor of Arts in Psychology from Illinois Wesleyan University, Master of Science in Occupational Therapy from Washington University in St. Louis School of Medicine, and post-professional Doctorate of Occupational Therapy from Eastern Kentucky University. She lives in the St. Louis, MO area with her husband and four children.

Session Abstract

Level II Fieldwork in occupational therapy education facilitates the transition from OT student into practitioner by allowing students to develop their entry-level clinical competency, and to support their ability to apply knowledge and skills gained through didactic education in a wide variety of practice settings (AOTA, 2022). Level II fieldwork can play an important role in shaping an OT student’s professional identity and confidence as an emerging practitioner (Andonian 2017). Numerous studies point to the impact Level II Fieldwork educators can have on OT student confidence. Student outcomes are more positive when fieldwork educators are highly communicative, attentive to student learning styles, and act as a resource and advocate to foster the student’s sense of belonging within the clinical setting (Edelist et al., 2024; Grenier, 2015; Koski et al., 2013; Rodger et al., 2014; Reid & Pride, 2023). Thus, is critical for fieldwork educators to recognize the diverse needs OT students and adopt teaching strategies that support learners while maintaining expectations for developing clinical competency. This highly interactive session will provide an overview of considerations for evolving clinical supervision practices to support our current generation of OT students. Participants will engage in discussion and development of action steps to enhance student learning in their own clinical settings, including inclusive teaching practices to promote OT student occupational balance, resilience, and mindful self-care strategies, as well as strategies to promote interaction management skills and response to feedback (Bricker et al., 2024; Taff et al.2023, Wang et al., 2024).

Learning Objectives

1. Describe general characteristics and perspectives of OT students today and considerations for meeting the diverse needs of learners in the Level II Fieldwork setting.
2. Develop strategies and identify tools to promote OT Student success on Level II fieldwork in their practice setting.

Feeding Assessment for the Pediatric Population (1-Hour)

Isabelle Laposha, OTD, OTR/L

Isabelle “Izzy” Laposha, OTD, OTR/L, is an occupational therapist practicing in St. Louis, MO. She graduated from Washington University in St. Louis with her doctorate of occupational therapy in 2019. In her current role, she provides pediatric outpatient occupational therapy services at the St. Louis Children’s Specialty Care Center – South County. She has specialized training in working with children experiencing feeding challenges, but treats children of a variety of ages and diagnoses. She also works as an Adjunct Faculty Member at the St. Charles Community College Occupational Therapy Assistant Program.

Session Abstract

This one-hour presentation serves as an overview of occupational therapy feeding assessment in the pediatric population. The presentation will outline the definition of Pediatric Feeding Disorder (PFD) and its four associated domains (medical, nutritional, feeding skill and psychosocial dysfunction), which provide a useful framework to guide evaluation. Pediatric feeding assessment includes interview and observation related to a child’s medical history, developmental history, food preferences, typical feeding routines, oral motor skills and sensory processing skills; in this presentation, we will explore how each of these factors affect feeding. We will identify standardized feeding assessments for use with the pediatric population, and identify questions to guide the occupational therapist’s development of a feeding profile. The presentation will end with examples of feeding goals and commonly made referrals.

Learning Objectives

1. Identify the definition of pediatric feeding disorder (PFD) and identify four associated domains
2. Identify impact of hypersensitivity and hyposensitivity on feeding
3. Select standardized feeding assessments for use with the pediatric population

Impact of the updated MO State Guidelines for school-based practice (1-Hour)

Jacque Sample, DrOT, M.Ed., OTR/L

Jacque Sample, DrOT, M.Ed., OTR/L, has been an occupational therapist since 1998. She earned a Master’s in Special Education with a focus on Autism in 2009 and a Doctorate in OT in 2016, specializing in post-secondary transition for students with autism. While her career includes work in mental health, adult rehab, and orthopedics, she has focused primarily on pediatrics. Dr. Sample has held leadership roles in the Missouri Occupational Therapy Association (MOTA), founded its Annual Hill Day, and advocated for policy changes, including expanded insurance coverage for children with developmental delays.

Session Abstract

The MO State Guidelines for OT/PT Practice in Public Schools have not been updated since 2009! A LOT has happened since then, including the passing of federal laws (Every Student Succeeds Act - ESSA) and changes in state Medicaid billing. This year, in 2024, new guidelines are finally drafted! This session will walk attendees through the changes to the document. We will discuss how to use this document to support the full scope of practice for occupational therapy within the schools and beyond handwriting. Attendees will be able to identify supports, discuss potential barriers, and work through real-life scenarios regarding what OT should look like in the schools. So, bring examples and all of your questions to this session!

Learning Objectives

1. Identify key updates in the 2024 Missouri State Guidelines for OT/PT Practice in Public Schools in response to changes in federal laws (ESSA) and state Medicaid billing.
2. Describe how to apply the updated guidelines to support the full scope of occupational therapy practice within schools, beyond just handwriting.
3. Analyze real-life scenarios and discuss potential barriers to implementing OT services in schools based on the new guidelines.