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TEMPLATE DESIGN © 2007
www.PosterPresentations.com
BrightStone Residential Application and Intake Mary McClure, OTD/S
Expert Mentor: Dru Victory
Faculty Mentor: Dr. Elena Espiritu, OTD, OTR/L, BCPR
Belmont University School of Occupational Therapy
Mission and Vision of
BrightStone
Needs
Goals Outcomes
MissionTo provide a comprehensive work, social support, and future
residential community for adults with special needs, expanding
their potential and helping them develop mentally, physically,
socially, emotionally, and spiritually.
VisionTo assist in the life journey of adults who live each day with a
developmental disability by making it possible for them to live and
work in a community of their own choosing. Our vision is to
provide whole life care, meeting the needs of job, home, recreation
and social, physical, and health in a God-centered, caring
environment.
This future is taking shape as BrightStone has purchased 138
acres in Williamson County. Once the new campus is built,
administrative, job training, life-learning classes, and
therapeutic activities will be on one campus along with a
variety of living opportunities.
With preparations being made for the new campus to include
residential services, BrightStone identified their needs as:
These created documents would serve to:
PART 1. RESIDENTAL APPLICATION
PART 2. RESIDENTIAL INTAKE
AcknowledgementsSteps to Completion
1. Research essential skills required for successful independent
and supported living through academic journals, current
residential programs (for adults with IDD), and assessment
tools.
2. 1st rough draft of paperwork complete.
3. Feedback from BrightStone staff, OT practitioners, and
others regarding question structure, gap areas, and relation
of questions to understanding student needs.
4. Focus groups to get staff input and gain understanding of as
necessary information to gather regarding an incoming
residential student.
5. Beta test application questions and residential intake analysis
with a caregiver and/or prospective student of BrightStone’s
resident program.
6. Finalize feedback from BrightStone founder, Brenda Hauk
and expert mentor, Dru Victory.
7. Finalize all paperwork in both paper and electronic version.
Provide BrightStone with a flash drive to access all
documents.
Giving special thanks and gratitude to:
• My faculty mentor, Dr. Espiritu, for her unwavering support and guidance
• My expert mentor, Dru Victory, for welcoming me to the BrightStone family and providing me with everything I needed to be successful
• The BrightStone staff for your feedback and endless patience
• The BrightStone students for inspiring me, bringing me so much joy, and excitement to wake up and come to work each day
• My Lord and Savior for lighting a fire in my heart for this population and allowing me to use my knowledge and skills to serve BrightStone
Apply to BrightStone
Residential Program
application
Acceptance decision
Residential intake form
3 month probationary
acceptance period
Day Program only application
Acceptance decision
3 month probationary
acceptance period
**EC Project Part 1** **EC Project Part 2**
Figure 2: Sample documentation created for
residential application
Figure 1: Flowchart illustrating BrightStone admissions process
Figure 3: Sample documentation created
for residential intake
1. An intake process for the residential campus
2. A residential application
3. Intake forms for an incoming resident
• Determine admission decisions
• Evaluate the needed supports of each individual
applying for admission
• Gather valuable information regarding the
occupations, values, beliefs, body functions and
structures, skills, habits, routines, roles and
environments of each individual
• Modify and expand the current BrightStone application used
for the day program to create a separate application for the
residential program.
• Create an in-depth, BrightStone-specific residential intake to
be completed as a structured interview with a BrightStone
staff member, the student, and the student’s primary
caregiver
• Serve as a means to understand and record the student’s
current functional abilities and specific methods of
completion for self-care, morning routine, etc. In order to:
• Match students as roommates
• Provide specific information regarding student needs
to a qualified BrightStone caregiver
• Prevent the BrightStone caregiver from completing
tasks for the student in which they are capable
• Encourage the student to maintain his/her highest
level of independence
• Assess the student’s capabilities at intake to monitor
regression or changes in functional status