Date: September 26, 2014 To: Speaker, Representative …/media/Corporate/Files/EducationCareers/Accredit/2OTAEntryLevel...2 SUMMARY OF PROCESS AND KEY FINDINGS: The committee met frequently

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Date: September 26, 2014

To: Speaker, Representative Assembly

From: Julie Kalahar, MS, OTR/L – Chair, OTA Education Ad Hoc Committee

Re: Report of the OTA Education Ad Hoc Committee

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American Occupational Therapy Association Ad Hoc Committee to OTA Entry-Level-Degree Requirements

Final Report to the Representative Assembly

September 26, 2014

CHARGE: The Ad Hoc Committee was charged by the Speaker to investigate the strengths, weaknesses, opportunities and threats of changing the occupational therapy assistant entry level degree from the current associate degree to either:

1) Elevate the entry level degree exclusively to the bachelor’s degree, or 2) Include both the associate degree and bachelor’s degree as options for OTA education.

MEMBERSHIP*: Julie Kalahar, MS, OTR/L Chairperson; Educator in OTA program in technical institution Mary Kay Arvin, OTD, OTR, CHT Member, Educator in OTA program in 4-year public institution; Author of original motion Tara Franks, BA, COTA Member, OTA practitioner Doreen Olson, MS, OTR/L Member, Dean in technical institution Penny Rogers, MAT, OTR/L Member, Educator in OT program in public institution Ada Boone Hoerl, MA, COTA/L Member, OTA who is educator in OTA program in community college Carol Doehler, MS, OTR/L, FAOTA Member, Educator in OTA to OT transition program in private not-for-profit institution Renee Ortega, MS, COTA/L, R-DMT Member, OTA Practitioner/ Educator; Member of the Commission on Education Diane Hill, COTA/L, ROH RESIGNED 11/15/13 Member, OTA Practitioner Michelle Sheperd, Ed.D, OTR JOINED February, 2014, OTA educator in private for-profit institution Neil Harvison, PhD, OTR/L, FAOTA AOTA Staff * Members were appointed by the Speaker in collaboration with the President.

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SUMMARY OF PROCESS AND KEY FINDINGS: The committee met frequently over the last 18 months to address the charge. The first step was to identify the potential “strengths, weaknesses, opportunities and threats” of changing the occupational therapy assistant entry level degree. STEP 1: IDENTIFYING THE POTENTIAL “STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS” OF CHANGING THE OCCUPATIONAL THERAPY ASSISTANT ENTRY LEVEL DEGREE. The members of the Representative Assembly shared the following questions related to moving the entry-level degree in an addendum to the charge statement:

• Legal concerns:

o What is the impact to licensure laws?

o Will there be supervision changes?

o What will be the impact on role delineation?: There could be unclear lines

between OT and OTA within the clinic causing funding and reimbursement

issues. With so many OTs in practice having a bachelor's degree there may be

some confusion about credentials.

• Institutional / Educational concerns:

o Will institutions housing OTA programs being able to change to bachelors?

o Would it change the quality of the OTA educational experience?

o Will faculty shortages prevent a move?

o What is the impact on credit load?

o What is the impact on diversity in the profession?

Economic concerns:

o What are the costs incurred when adding additional time?

Surveying Internal Stakeholders: To ensure that all of the issues and questions related to changing the entry-level degree had been identified, the Ad Hoc Committee surveyed other key internal constituent groups: (1) OTA Program faculty (n= 342) (See attachment 1); (2) OTA Students (n= 1,134) (See attachment 2); (3) OTA Practitioners (n= 1,195) (See attachment 3); and (4) Employers of OTAs (n=210) (See attachment 4). Participants in the surveys were asked: “Are you in favor of changing the entry level degree requirement from an associate degree to a bachelor’s degree for the Occupational Therapy Assistant?” It was not surprising that with exception of the employer’s group the majority of respondents in each group (over 50%) answered “NO”. The group with the highest negative response was the faculty members.

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OTA Faculty OTA Students OTA Practitioners Employers

Number Percent Number Percent Number Percent Number Percent

Yes 66 19% 271 24% 323 27% 63 30 %

No 222 65% 683 60% 620 52% 95 45 %

Undecided 54 16% 179 16% 250 21% 52 25 %

Skipped 0 0 0 0

Total 342 1133 1193 210

The follow-up question asked respondents: “If you answered no to the above question are you in favor of offering both the associate and bachelor's degree as options for Occupational Therapy Assistant entry level education?” The majority of the faculty (59%) responded “NO”. In the case of the students and practitioners the responses were not as decisive.

OTA Faculty OTA Students OTA Practitioners Employers

Number Percent Number Percent Number Percent Number Percent

Yes 55 20% 351 38% 323 33.5% 69 50%

No 160 59% 427 46% 390 40.5% 49 36%

Undecided 58 21% 152 16% 250 26% 20 14%

Skipped 69 203 230 62

Total 342 1133 1193 210

Thematic analysis of the open ended responses identified the following reasons in favor of transitioning to a bachelor’s entry-level degree were most frequently cited: • Increased content and additional time allocated for teaching and learning will expand

the opportunity to expose students to content and skills needed for entry level practice today.

• Expanded role for OTA in practice. • Improved access to higher education for laddering and job recognition. • Credit for work completed. • Improved thought processes about treatment and quality of the OTA. • Increased pay for school based OTAs.

Thematic analysis of the open ended responses identified the following reasons against transitioning to a bachelor’s entry-level-degree were most frequently cited: • Limited access (diversity) to the profession. • A degree higher than an associate would be cost prohibitive. • Colleges, both existing and emerging, may be negatively impacted. • Health care services, reimbursement and overall cost may be affected. • Associate degree OTAs competing with bachelor’s OTAs.

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• Potential issue and conflicts of role delineation with a bachelor’s trained OT versus bachelor’s trained OTA.

• Not clear on the benefits versus costs. Open Forum at the 2014 AOTA Conference in Baltimore Three members of the Ad Hoc Committee held an open forum at the AOTA conference in Baltimore to present the information that had been gathered to that date and gather any additional information or questions from internal stakeholders. Participants, representing the four stakeholders previously identified, were able to meet in small groups and submitted questions and information to the presenters. The issues identified in the forum were consistent with those identified through the surveys. Conclusions: In conclusion, the survey of internal stakeholder groups and the open forum identified issues for and against a move to the entry-level bachelor’s degree for the OTA that were consistent with those identified by the members of the Representative Assembly. The next step undertaken by the committee was to collect evidence to address some of the major themes identified as potential “strengths, weaknesses, opportunities and threats” of changing the occupational therapy assistant entry level degree. STEP 2: COLLECTING EVIDENCE TO ADDRESS SOME OF THE MAJOR THEMES IDENTIFIED AS POTENTIAL “STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS” OF CHANGING THE OCCUPATIONAL THERAPY ASSISTANT ENTRY LEVEL DEGREE. Evidence was collected through review of the literature, online resources and interviews of key resource staff. 1. Impact of a change in entry-level degree on state licensure: The AOTA Policy Division compiled a summary of state licensure requirements related to the practice of occupational therapy assistants. A full summary of the licensure/registration and education requirements for OTAs in all states, District of Columbia and Puerto Rico was provided (See attachment 5). In most states the statute(s) refer to a candidate for licensure (or equivalent) as an occupational therapy assistant graduating from an Accreditation Council for Occupational Therapy Education (ACOTE) accredited program and do not dictate entry-degree level. The following eight states do specify an Associate/2-year degree requirement in the practice act (6 states) or state regulations (2 states).

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Statute:

Arkansas

Connecticut

Illinois

Pennsylvania

Texas

Utah Regulation:

New Jersey

New York Findings: Up to eight states could potentially require changes in their statutes should the entry-level requirement change to a bachelor’s degree. 2. Impact of a change in entry-level degree on supervision requirements: A change in the entry-level degree to bachelor’s degree for the OTA would not necessarily require a change in supervision requirements in the state practice acts. For example, physician assistants require a minimum of a bachelor’s degree (many hold master’s degrees) as the entry-level requirement. Yet despite the higher degree they are required by state regulations to be supervised by physicians. Like the OT/OTA professional relationship, this requirement varies by state but overall is very similar to the requirements for OT/OTA supervision (American Academy of Physician Assistants, 2010). When asked to rank the benefits of changing the entry-level degree requirement, 60% of employers and 46% of practitioners identified “supervision requirements may be altered to include the need for less supervision” as an identified strength for offering the entry-level degree for the OTA at the baccalaureate level (See attachments 2 & 3). However, any changes in the supervision requirements would need to address the concerns raised by survey respondents of the possible “blurring” of role delineation between the OTA and OT.

Findings: Any changes in supervision requirements would require changes to state licensure statutes related to the practice of occupational therapy assistants. Should the profession choose to move to the bachelor’s entry-level degree requirement the issue of potential changes in supervision requirements would need to be considered in the context of the breadth of practice of the OTA and implications for opening state practice acts. 3. Impact of the changes in breadth of entry-level practice in OTA: A recurring theme amongst respondents to the surveys was whether the change in the entry-level degree was really necessary to ensure that entry-level practitioners were prepared for practice. One question that was asked was whether the breadth of practice had changed

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requiring increased content in the entry-level preparation. The committee reviewed the content domains in the National Board for Certification in Occupational Therapy (NBCOT) Blueprint report (NBCOT, 2013). Updates to the Blueprint are made after Practice Analysis Studies have been completed. These changes reflect the current practice at the time of the study. NBCOT typically completes Practice Analysis Studies every 5 years. For the 2009 and 2014 Blueprint reports NBCOT identified 3 content domains. The percentage of the practice related to each domain is reflected in the table (See table 1). Table 1: Blueprint Report – NBCOT – 2009 & 2014.

2014 2009

Domain 1: Gather information and formulate conclusions regarding the client’s needs and priorities to develop a client-centered intervention plan

32% 33%

Domain 2: Select and implement evidence-based interventions to support participation in areas of occupation throughout the continuum of care

60% 47%

Domain 3: Uphold professional standards and responsibilities to promote quality practice

8% 20%

Prior to 2009 there were 5 domains identified in the report and these are reflected in the table below (see table 2).

Table 2: Blueprint Report – NBCOT – 1999 & 2004

2004 1999*

Domain 1: Evaluate the individual/group to determine needs and priorities for occupation-based interventions

12% 16%

Domain 2: Develop intervention plan that addresses the occupational needs of individuals/groups

22% 15%

Domain 3: Implement occupationally meaningful interventions with individuals/groups that support participation in relevant environments

50% 56%

Domain 4: Provide OT services that address the occupational performance needs of populations

9% 5%

Domain 5: Manage, organize, and promote OT services

7% 8%

Findings: The data would indicate that in the most recent Exam Blueprint (NBCOT, 2013) the percentage of time spent by OTA practitioners has increased in Domain #2: Select and implement evidence-based interventions to support participation in areas of occupation throughout the continuum of care.

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4. Impact of the Affordable Care Act (ACA) on the breadth of OTA practice: An AOTA Policy Brief on the impact of the ACA on OTA practice was reviewed by the Ad Hoc Committee (AOTA, n.d.). The brief noted the following in relation to the role of the OTA in the changing healthcare delivery models:

OTAs in every state will see an increase in the number of potential clients as formerly uninsured persons gain access to health insurance that covers occupational therapy services.

In states that elect to expand Medicaid eligibility, even more people will have access to occupational therapy services, which in most cases will have to be covered as essential health benefits. That could increase the demand for OTAs to provide those services.

OTAs will be able to provide habilitative services, which will have to be covered to some degree for most of the newly insured population, even if such coverage has often been excluded by private health insurance in the past.

OTAs may have new opportunities to participate in the care delivery models of the future such as accountable care organizations (ACOs) and patient-centered medical homes (PCMHs). ACOs exist with different structures, but are generally systems of health care providers designed to improve patient outcomes, lower costs, and share in the resulting savings.

An increased emphasis on integrated, team-based, coordinated, and interdisciplinary care models will present new opportunities for OTAs to demonstrate the value of occupational therapy services to produce improved patient outcomes at lower cost.

Opportunities to promote the value and role of occupational therapy services in prevention, wellness, chronic disease management, and other areas.

Findings: It would appear that the changes in health care delivery following implementation of the ACA could require increased content in the entry-level OTA preparation.

5. Impact of the growth in content required by accreditation for entry-level OTA programs: A review was conducted of the “content” requirements for an entry-level OTA program accredited by ACOTE between the 1991 ACOTE Essentials (revised 1995) and the current 2011 Standards. During this time span the standards were revised in 1998 and in 2006. A table with a full listing of the standards is provided in Attachment 6. The content requirements are written as expected student outcomes. Faculty members are responsible for developing learning activities and evaluation methods to document that students meet these outcomes.

1991 Essentials: 43 content requirements 1998 Standards: 66 content standards 2006 Standards: 86 content standards 2011 Standards: 88 content standards

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In addition to the growth in the number of standards it was noted that 32 of the standards present in the 1998 standards that were still present in the 2011 standards had been edited over this period of time to reflect a higher level of knowledge and skill using Bloom’s taxonomy. The mean credit load for OTA programs nationally is 76 credits while the national average for associate’s degree programs is 60-64 credits. Findings: The content requirements of the ACOTE Standards for the entry-level OTA programs has increased significantly over the last 10 years in the number of competency based skills and the level of knowledge and skills required. It was noted that the credit load for OTA programs exceeds the average for an associate’s degree across the country. There would appear to be a change in the breadth of practice during this period requiring increased content in the entry-level curriculum.

6. Impact of a change in entry-level degree and the capability of Institutions to provide Bachelor’s-Level Programs:

The following table reflects the Carnegie classification of the accredited OTA programs. The majority of the programs are housed in public 2 year colleges (68%).

Table 3: Carnegie Classification of Host Institutions

Carnegie Designation # %

Assoc/PrivFP: Associate's--Private For-profit 14 8%

Assoc/PrivFP4: Associate's--Private For-profit 4-year, Primarily Associate's 3 2%

Assoc/PrivNFP: Associate's--Private Not-for-profit 3 2%

Assoc/PrivNFP4: Associate's--Private Not-for-profit 4-year, Primarily Associate's 1 1%

Assoc/Pub2in4: Associate's--Public 2-year colleges under 4-year universities 4 2%

Assoc/Pub4: Associate's--Public 4-year, Primarily Associate's 2 1%

Assoc/Pub : Associate's-- Public 2-year colleges 111 68%

Bac/Assoc: Baccalaureate/Associate's Colleges 5 3%

Bac/Diverse: Baccalaureate Colleges--Diverse Fields 3 2%

Master's Colleges and Universities 14 8%

Special Focus Institutions- 5 3%

Source: Carnegie Foundation 2014 165

More than 20 states have enacted legislation to allow 2 year community colleges to grant bachelors’ degrees. The most recent was the California Legislature that approved legislation on August 21, 2014, that would allow 15 of the state's community college districts to issue four-year degrees. The rationale for the change was stated as: "In cases where businesses, health care organizations and other industries now require a bachelor's degree at their entry level, it is imperative that community colleges step forward to ensure the competitiveness of our students." (Inside Higher Education, August 22, 2014).

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Findings: The majority of the OTA programs are housed in state funded institutions that have historically not supported bachelor’s degree programs. However, there has been a trend nationally to allow community colleges to grant 4-year degrees for health related professions. It is not clear how many of the OTA programs housed in public institutions would have the capability to offer a bachelor’s degree. 7. Impact of a change in entry-level degree and state mandated credit limits on associate degrees:

A number of states have been mandating credit limits on associate degree programs to control costs. A survey was distributed to publicly funded OTA programs in 44 States. Programs from 39 states responded to the survey. The following table summarizes the responses. The typical limits were in the 60-65 credit range. Seven states with credit limits allow waivers with justification and several states planning mandates will likely make waivers possible.

Table 4: States Limiting Credit Load for Associate’s Degrees

No credit limit or plan 16 36%

Credit limits 11 25%

Planning credit limit 12 27%

No response 5 12%

Findings: The trend to limit credit load on associate degree programs in state funded institutions offers a challenge to OTA programs as the content requirements and competencies required for entry-level practice has increased.

8. Impact of a change in entry-level degree and impact on costs to student: The following table reflects the total number of credit hours and total length of study in months required by institutions for a student to meet the OTA program degree requirement. Table 5: Credit Load and Months

Credits Months

Min 62 13

Max 137 30

Mean 76 22

Median 72 22

N=122, (1+1 programs include pre-requisite requirements) The average associate’s degree can require successful completion of 60 to 64 credits in prescribed courses. However, it is typical in health related professions to require more credits. The mean credit load for accredited OTA programs is 76 credits. The average credit load for a bachelor’s degree in the United States is 120-132 credits (USDE, 2003).

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The additional costs to students will vary based on whether the school is public versus private and the additional credit load required. Findings: There is no doubt that there would be increased debt incurred by the students. Due to the multiple variables it is not clear what the average increase would be to the students. 9. Impact of a change in entry-level degree on salaries: The Bureau of Labor and Statistics reports that in May 2012, the median annual wage for occupational therapy assistants was $53,240 (retrieved September 1, 2014 from http://www.bls.gov/oes/current/oes312011.htm). The US Census Bureau reports that in 2009 the average salary for females with an associate’s degree was $33,432 and the average salary for a female with a bachelor’s degree was $43,589 (retrieved September 1, 2014 from http://www.census.gov/compendia/statab/cats/education.html). While it is evident that higher degrees generally demand higher salaries, it would appear that the current salaries for OTAs reflect the workforce demands more than the entry-degree level to the field. Findings: It seems unlikely that transitioning to a bachelor’s entry-level degree will lead to major changes in salary. OTA graduates currently receive salaries exceeding the national average for graduates with bachelor’s degrees. 10. Impact of a change in entry-level degree on diversity of student population:

The current data reported by entry-level programs indicates greater diversity in the OTA versus OT programs. Table 6: Race & Ethnicity – 2014 Data Survey

Amer. Indian Asian Black Pacific White Other

Doctorate

0% 6% 4% 0% 86% 5%

Master's

0% 6% 5% 0% 82% 7%

OTA

1% 4% 10% 1% 78% 7%

Hispanic Non-Hispanic

Doctorate

4% 96%

Master's

6% 94%

OTA

10% 90%

http://www.bls.gov/oes/current/oes312011.htm

http://www.census.gov/compendia/statab/cats/education.html

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As the current OTA entry-level is mandated at the associate’s-degree level, it is impossible to study the direct effect on OTA students. However, the profession of respiratory therapy currently offers both associate’s and bachelor’s level programs and has been exploring the same question of shifting to a bachelor’s entry level requirement. A recent study byBecker and Nguyen (2014 reported on a secondary analysis of data collected from the 2009 AARC Respiratory Therapist Human Resource Survey. This study explored relationships between the choice of entry-level associate or baccalaureate education and variables of gender, race, salary, career advancement, and job satisfaction. The study found there were no differences between therapists with entry-level associate and baccalaureate degrees in gender, race, number of additional healthcare credentials, numbers of life support credentials, wages, delivering respiratory care by protocol, and job satisfaction. There were significantly higher percentages of advanced academic degrees, desire to pursue a higher academic degree, registered respiratory therapist credentials, total National Board for Respiratory Care credentials, and leadership roles for therapists with baccalaureate entry-level degrees. The authors concluded that current entry-level associate and baccalaureate degree graduates have similar gender and race proportions and that this finding challenges concerns that an entry-level baccalaureate degree would decrease the diversity of the respiratory therapist workforce.

Findings: While we have no definitive data on the impact on diversity, a recent study in a similar profession does suggest that there would not be a significant impact to diversity for transitioning to a bachelor’s entry-level degree.

11. Impact of a change in entry-level degree and faculty resources:

The aggregate data submitted by the accredited OTA programs in March 2014 was reviewed. While the percentage of full-time vacancies has remained consistent at 7-8% over the last 5 years, the percentage of the faculty hours accounted for by adjunct faculty has grown from 24% in 2008-9 to 38% in 2013-14 (AOTA, 2014). It is assumed that the additional classes for the bachelor’s requirement would require increased faculty when there is an existing shortage.

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Table 6: OTA Faculty Numbers

Total Percent Per Program Vacancies Vacancies as a

% of total

Core Full Time 502 55% 2.9 33 7%

Core Part Time 66 7% 0.38 0 0%

Adjuncts 345 38% 2.0 11 3%

Total 913 100% 5.2 44

Preliminary data from the 2013-2014 Faculty Workforce Survey indicates that the majority of faculty in OTA programs hold a bachelor’s degree or higher. The majority of faculty members who are OTA hold bachelor’s degrees.

Table 7: Preliminary Data from the 2013-2014 Faculty Data Survey

Associate Degree

10 3%

Bachelor Degree

81 27%

Masters Degree

169 57%

Doctoral Degree

34 11%

Other, please specify

4 1%

Findings: Historically, ACOTE and many institutions require that faculty hold a degree higher than the degree granted by the program. This would add a significant burden to the current faculty if the degree were to be required at the bachelor’s degree level. The preliminary review of the data does make it clear that adequate qualified faculty would be available.

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12. Review of degree changes in other professions:

Nurse:* o Associates or higher o Accredited- yes o License- Yes

Physical Therapist Assistant* o Associates o Accredited- yes o License- yes

Clinical Medical Assisting: o Associates minimum o Accredited- yes o License- No

Medical Office Management: o Associates minimum o Accredited- yes o License- No

Radiologic Technology: o Associates minimum o Accredited- yes o License- Yes

Pharmacy Technician: o Certificate / Associates o Accredited- yes o License- Yes

Veterinary Technology: o Accredited- yes o 199 AAS level o 22 Bachelor’s level

Respiratory Therapy* o Associates or higher (Bachelor’s) o Accredited- yes o License- Yes

Findings: The nursing, physical therapy assistant, and respiratory therapy professions are actively exploring the implications of moving to a minimum of a bachelor’s entry-level requirement. 13. Implications of offering two entry-level degrees: The stated purpose of the national certification exam and entry-level education is to assure the stakeholders and recipients of occupational therapy services of the competence of entry-level

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practitioners (Source: www.nbcot.org/public; www.acoteonline.org). The existence of two entry-level degrees (associate’s and bachelor’s) as the requirement for eligibility to sit for a single certification exam and licensure to practice as an occupational therapy assistant creates inconsistencies and raises the question of how can two different degree levels meet the single requirement for competent practice? At the occupational therapy level the existence of two entry-degree levels has raised a number of concerns:

Many prospective occupational therapy students and practitioners contact AOTA and express confusion when choosing educational pathways to the profession. To put it simply, they do not understand why there are two degree options. There is a single set of student learning outcomes and competencies established through certification for entry-level practice. It seems that either one degree level is “under” qualified or one level is “over” qualified for entry-level practice.

Regulatory authorities have questioned the profession’s need to have two entry degree levels for the occupational therapist. Shouldn’t there be different student learning outcomes if there are two degree levels? If so, wouldn’t the higher degree have more skills at entry-level?

Employers have similar questions when two entry-level degrees exist for a profession. Do I need doctorally prepared new graduates or do I need master’s prepared? What is the difference? Why should I pay more for a doctorally prepared occupational therapist if I can pay less for a master’s level?

The argument remains that other health care professions (e.g., nursing) have more than one entry-level degree, so why can’t occupational therapy assistants? The committee found that professions with more than one entry level are in the minority, primarily for the reasons stated in the post about single entry level to a profession. The majority of professions either have a single entry-level degree or are in a period of transition to achieve this goal. The profession that is most frequently identified is nursing, and they continue to debate the same issues facing occupational therapy (http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education). Findings: While there may be some benefits to the two entry-level-degree model, they do not outweigh the inconsistencies created when there are two different degree levels qualifying graduates for a single set of entry-level competencies.

http://www.nbcot.org/public

http://www.acoteonline.org/

http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education

http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education

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Key Recommendations: Recommendation 1: Following a thorough review of the issues and stakeholder feedback, the Committee is recommending that the entry-level degree requirement for the occupational therapy assistant remain the associate’s degree at this time. The Committee recognized that there are a number of factors and key data supporting a move to the bachelor’s degree including expanded breadth of OTA practice, increased content requirements, and emerging practice models. However, the Committee noted that there was not sufficient evidence that the institutions sponsoring the existing OTA programs would be able to successfully make the transition at this time and if the key stakeholders (e.g., students, higher education providers, clinical providers, etc.) can afford the associated increased costs. Recommendation 2: The Committee is recommending that there be only one entry-level degree as a pre-requisite for the single national certification exam for the occupational therapy assistant. Recommendation 3: The Committee is recommending that the Association develop and implement a plan in the next 2 years that articulates clearly defined strategies to ensure that the profession is prepared to succeed if the profession should choose to move to a bachelor’s requirement for the entry-level degree for the occupational therapy assistant. This plan should at a minimum address the following:

Expectations of practice for an OTA in the next decade,

Impact of any changes in entry-level degree requirements for the OT (e.g., doctoral requirement) on OTA practice,

Growth in content to address changes in practice,

Readiness of host institutions to support a transition to the bachelor’s requirement,

The trend in community colleges to offer limited Bachelor degrees,

Faculty workforce including occupational therapy assistants with post-baccalaureate degrees (Note: Accreditation typically requires faculty to have a least one degree higher than the degree granted by the program),

Impact of regulatory changes associated with the Affordable Care Act and impact on reimbursement, and

The potential impact of increased costs on key stakeholders (i.e. students, employers, etc.)

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Bibliography: American Academy of Physician Assistants (2010). State law issues: Ratio of PAs to supervising

physicians. Author: Alexandria, VA. Retrieved from http://www.aapa.org/WorkArea/DownloadAsset.aspx?id=632 August 1, 2014

American Occupational Therapy Association (n.d.) Health Care Reform and the Occupational

Therapy Assistant. Author Bethesda: MD. Retrieved from: http://www.aota.org/-/media/Corporate/Files/Advocacy/Health-Care-Reform/Overview/HCR_OTA.pdf

American Occupational Therapy Association (2014). Academic Programs Annual Data Report:

Academic Year 2013-2014. Author: Bethesda, MD. Retrieved from http://www.aota.org/-/media/Corporate/Files/EducationCareers/Accredit/2013-2014-Annual-Data-Report.pdf

Becker E. A., & Nguyen, X.T. (2014). The Current Impact of Entry-Level Associate and

Baccalaureate Degree Education on the Diversity of Respiratory Therapists. Respiratory Care. Jul 1. pii: respcare.03106

Inside Higher Education (2014). California legislature approves bachelor's degrees at community

colleges. August 22, 2014. Retrieved from: https://www.insidehighered.com/quicktakes/2014/08/22/california-legislature-approves-bachelors-degrees-community-colleges

National Board for Certification in Occupational Therapy (2013). Examination blueprint: COTA.

Author: Gaithersburg: MD. Retrieved from http://www.nbcot.org/exam-blueprints August 1, 2014.

U.S. Department of Education, National Center for Education Statistics. (2003). A descriptive

summary of 1999-2000 bachelors’ degree recipients 1 year later, with an analysis of time to degree, NCES 2003–165, by Ellen M.Bradburn, Rachael Berger, Xiaojie Li, Katharin Peter, and Kathryn Rooney. Project Officer: James Griffith Washington, DC: 2003. Retrieved from http://nces.ed.gov/pubs2003/2003165.pdf August, 1, 2014.

http://www.aapa.org/WorkArea/DownloadAsset.aspx?id=632

http://www.aota.org/-/media/Corporate/Files/Advocacy/Health-Care-Reform/Overview/HCR_OTA.pdf

http://www.aota.org/-/media/Corporate/Files/Advocacy/Health-Care-Reform/Overview/HCR_OTA.pdf

http://www.aota.org/-/media/Corporate/Files/EducationCareers/Accredit/2013-2014-Annual-Data-Report.pdf

http://www.aota.org/-/media/Corporate/Files/EducationCareers/Accredit/2013-2014-Annual-Data-Report.pdf

https://www.insidehighered.com/quicktakes/2014/08/22/california-legislature-approves-bachelors-degrees-community-colleges

https://www.insidehighered.com/quicktakes/2014/08/22/california-legislature-approves-bachelors-degrees-community-colleges

http://www.nbcot.org/exam-blueprints

http://nces.ed.gov/pubs2003/2003165.pdf

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Attachment 1: AOTA- OTA Degree Ad Hoc Committee- OTA Faculty Survey

How long have you been in your position as a faculty member for the OTA program?

Answer Options Response Percent

Response Count

Less than 1 year 9.9% 34

1-2 years 17.5% 60

3-5 years 28.9% 99

6-10 years 14.3% 49

11-15 years 9.1% 31

15-20 years 14.0% 48

+20 years 6.1% 21

answered question 342

skipped question 0

In what region of the country is your program located?


Response Count

Northeast 25.4% 87

Midwest 31.0% 106

West 5.8% 20

Southwest 7.6% 26

South 30.1% 103


skipped question 0

How much time is required for the student to earn the associate degree at your institution? Include pre-requisite coursework as well as professional coursework. Select only one.


Response Count

1 year 0.0% 0

1-1.5 years 4.7% 16

1.5-2 years 28.4% 97

2-2.5 years 46.2% 158

2.5-3 years 17.3% 59

> 3 years 3.5% 12


skipped question 0

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Your program is housed in:


Response Count

Public institution 69.6% 238

Private not for profit institution 12.0% 41

Private for profit institution 18.4% 63


skipped question 0

Are you in favor of changing the entry level degree requirement from an associate degree to a bachelor’s degree for the Occupational Therapy Assistant?

Answer Options

Response Percent Response Count

Yes 19.3% 66

No 64.9% 222

Undecided 15.8% 54


skipped question 0

If you answered no to question #5; are you in favor of offering both the associate and bachelors degree as options for Occupational Therapy Assistant entry level education?


Response Count

Yes 20.1% 55

No 58.6% 160

Undecided 21.2% 58


skipped question 69

Does your academic institution offer any bachelors degree programs?


Response Count

Yes 36.8% 126

No 63.2% 216


skipped question 0

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Select from the list provided the identified strengths with offering the entry-level degree for the OTA at the baccalaureate level? (check all that apply)


Response Count

Additional time allocated for teaching and learning will expand the opportunity to expose students to content and skills needed for entry level practice today

62.1% 164

The community may demonstrate greater respect for the graduate as an educated person with increased recognition with an earned undergraduate degree

47.0% 124

The role of the OTA practitioner may expand with increased responsibility and marketability made available.

44.7% 118

Supervision requirements may be altered to include the need for less supervision

31.8% 84

Improves the professional presence for all OT professionals

42.0% 111

Provides for an easier transition to Master’s level or Doctoral level programs for the Occupational Therapist

62.5% 165

Receive credit for number of years required to complete the associate degree at many community colleges whose time frame for the completion of the associate degree is 3 years versus the 4 year baccalaureate degree

27.7% 73

Improves the chance for laddering and job recognition

32.6% 86

Other (please specify) 44


skipped question 78

Comments: The community at large does not understand the role delineation and standards of OT practice anyway, but we must first work on AOTA, AOTF, WFOT and MOT/OTDs (including students) etc. to recognize and RESPECT the value of OTAs. Do not agree Students currently have the option of transferring earned credits to a 4 yr+ institution and going on for their BS degree on a part time basis while working as a COTA. At least 1/3 of our students already have a BS or BA degree in another field, but do not feel academically or financially prepared to work towards a master's OT degree at this time. Since the OTA program is limited by the state as to a max of credit hours (including pre-requisites), I fail to see how additional teaching/learning time in OT related courses would be gained. As a long time employer in multiple types of settings, I see little evidence that the first four items above reflect reality.

Do not agree with proposed transition as this would not correspond to OTA responsibilities.

Honestly I don't feel any of those responses justify a baccalaureate level and find them to be degrading! If a program is sound, it will ensure content and skills are met. Changing a degree to earn respect does not ensure respect. Education and advocating is the effective means to gain respect. The roles of COTAs and OTRs differ from setting to setting and practitioner's experience, a degree will not ensure this. Supervision is based on competency level of all OT practitioners so I'm not sure how this would

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change it. Professional presence...your actions, ethics and standards speak for them self, not your credentials. Several masters programs have the bachelor’s degree built in already. Your performance as a clinician improves your chance for job laddering and job recognition. A bachelor's in OT is not required as a bachelor's in various backgrounds will accomplish the same result. Most of these answers are hypothetical. Entry level skills, laddering, job recognition, easier transition, and professional and community presence. It will provide less of an educational gap between OTA's and OT's Our community college is in full support of moving OTA to a bachelor’s degree and wants us to be the first and model program for the college in hopes to also move nursing and PTA eventually. I genuinely do not feel any of the above statements are valid arguments for exclusive BS degrees for COTAs. We need to think about defining the role of the OTA since many companies appear to be having more OTA staff and less OTR for financial reasons. They need to know more and it is a challenge to get the information into the associate degree. The exam study guide is more complex for the OTA and the students need to know more information to pass this test In most clinical jobs in our area, having a Bachelor's degree would only have a small and insignificant effect on laddering/job recognition. It would allow for the OTA to move more quickly into full-time faculty jobs at the community college level, so that would be a benefit for those who are interested in teaching. However, 1/2 of my students already have a BS, when they enter the OTA Program. They could have chosen to get a Master's but didn't. If the Bachelor's level OTA could work more independently, it might be strength in pediatrics or in private practice. However, in skilled nursing, most of the OTAs are only getting face-to-face supervision every 10 visits anyway. Our graduates already have to be really independent in most settings, because the supervision is poor. As I've said, 1/2 of my graduates already have a BS, so the transition to Master's isn't that difficult. Most just don't want the debt. Many of our students who didn't have a BS have gone on to graduate from a bridge program after their OTA degree is complete. It is hybrid, so they can still work and live at home. We have a new OT program starting in our city and our graduates are declining to apply because it isn't a bridge program. If you want to move more people into higher level degrees, my opinion is that increasing the number of bridge programs for OTA to OT transition is a better option than adding the BS. I personally would move to Doctorate level, if I had a cheaper and easier way to do it. I can't afford any more degrees, but I'm certainly qualified and very interested in continuing my education. My salary is not keeping up with the amount of student loans I've already gotten. Our profession would have a better professional presence if we had a stronger professional reputation. We have low levels of participation in AOTA, poor state level awareness and participation, poor participation in evidence-based practice at a clinical level. Adding a Bachelor's Degree will not change this. I teach an intense EBP section in the OTA Program, but I bet not half of the graduates are using it clinically. Why? Because they aren't working in environments that support quality. They are working in environments that need them to work fast and productively. Most of my graduates have 95% productivity standards in long term care. This applies to OT, COTA, Master's, Bachelor's, or AA. We need to find out what the "common" OT practitioner wants and needs and work towards that, instead of worrying about looking better for everyone else or appealing to the needs of those who want to be elite. Adding degrees is not the answer. Adding degrees helps those in education and those who want to do research. It is not a clinical answer for anything. The amount of requirements is challenging in the timeframe for the associates level. I value the opportunity to enter our profession at the associate level, however in today’s environment that could be the requirements for an aide. The emphasis for going to a bachelor's degree should not be related to easier laddering. That just diminishes the role of the OTA.

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Unless it comes with a significant pay increase my students will not be able to afford it despite any theoretical social benefits. Given the ACOTE standards for the OTA Program, I believe the degree should be awarded at the baccalaureate level; however, at my university, even if that were true, additional coursework would be primarily in the general education coursework so we would not have additional time allocated for OTA education, as stated in the first response alterative in Q8. All response alternatives above are contingent on too many variables to outright identify them as strengths. skill/competency level --needs more time to develop and increased expectations regarding competency to address needs in a holistic manner- the conditions and situations people we serve are more complex Although the bachelor's degree would allow more time for providing curriculum content, there is no evidence that the current associate's level is not preparing practitioners adequately for current and future practice. With the (appropriate) focus on evidence-based practice, the decision to dramatically alter our entry-level educational system should be based on evidence. I don't see how we can increase responsibility of the OTA unless we change supervision laws to not necessary, but then why even have the OTA level??

I don't feel any of the above will happen with a change to a BA/BS I believe the 5 semester program, if arranged efficiently, provides ample time to teach content needed for entry level practice, the community generally has a great respect for therapists and does not differentiate an assistant and therapist unless cued by therapy personnel, there is no need to expand the role of the OTA, supervision requirements allow for consistent communication and problem solving as well as oversight which provides maximum benefit for the patient, with training and good role models all OT's should present as professional regardless of level of degree, I do not know of any OTA's who have had difficulty transitioning into a master's level program (and I know many who have done so), OTA's receive substantial return on their investment of 2-3 years, I know OTA's who transition into DOR positions without difficulty (job recognition/laddering) is not degree specific. Will improve the quality of students also looking to enter the profession as many choose the field and tell me this was "a quick way to make money." This would allow more time for general ed in health sciences, bringing a more qualified and better educated student to the core OTA classes. All of the options above devalue the level of the OTA. They appear to be saying that having a higher degree will gain recognition however the issue is the work assistant not the degree. I am not in favor of a name change, however I do not feel it is the degree that causes the issue of recognition. In addition, NOT ALL OTAs want to become OTs. Currently in the program that I teach in we have 8/20 students who have baccalaureate degree. Although additional time is the one benefit I could potentially recognize, I am not convinced that this time would lead to better outcomes for the entry-level OTA practitioner. What "evidence" of outcomes supports this move or justifies the need for this move? OTA faculty will increase their knowledge base and research contributions by continuing their education. I understand that an instructor/AFWC should be expected to hold the same degree or one higher than the majority of students in the program. However when an instructor/AFWC stays current through CE, and clinical experience; love teaching students about OT, and pass that passion on to future practitioners, it is unfortunate to require they obtain a higher degree, especially when they have been dedicated, and efficient in the role. Finances and time may not allow this. Hopefully this will be

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considered especially for academic fieldwork coordinators, (many are OTAs) whose main role is not teaching core classes, but maintaining relationships between the field sites and faculty. These types of interpersonal relationships and ability to handle stress of placements cannot be learned. With the centennial vision approaching, and we strive toward being a unique and holistic therapy, I think it best if we make our own way, that fits our philosophy and not worry about PT. I think then we will be respected, recognized, and will stand apart in a very positive way.

I don't believe that any of these apply with a change in degree requirements. All of the above are possible strengths without the guarantee that any will occur. I see the change in the entry level of the OTA simply fallout from the move to doctoral level entry for OT's. I am not in favor of this for any reason.

All options other than the one selected are hypothetical. The current OTA program is a robust program, meeting the needs of he graduates and the community. I do not think the move to bachelors is prudent or necessary. Therefore, None of these options appear to strengths. At this time of incredible uncertainty about healthcare reform coupled with protracted economic growth, to consider adding student debt without expected salary increases is irresponsible.

I do not see ANY strengths or purpose in the entry level for the OTA at the baccalaureate level! My students could not afford to get a bachelor degree and would rather graduate in 2 years and have an AS degree and start working.

I do not want OTA ti be offered at the baccalaureate level. I do not see any problems with how it is now and do not see any strength from moving to a bachelor’s degree. I The OTA should be able to perform evaluations similar to how OTs were trained at the baccalaureate level. The job title would need to go back to just OT and not OTA. This comment is both positive and negative: Having worked with and managed OTAs for more than 40 years, in 10 states, and in clinical settings covering the full scope of OT practice, I am concerned that this would eliminate some of our best OTA practitioners. Many have excellent clinical skills, but poor academic ones. They have learned to use techniques and evidence based practice, but do so best in non-academic settings. Supervision is based on the Practice Acts of each state so that is not reasonable to expect. Increase the number of bridge programs versus adding Bachelors. Does AOTA feel that today's OTA grads are NOT prepared for entry level practice as prescribed by ACOTE standards and state licensure acts? Most students who come to our OTA program have no desire to gain a higher level of status--they want to work-in the day to day-with clients. I do not believe we should change this educational degree just because of outside perspective and status brokering. How is it broken? Who does it benefit-4 year colleges or the clients and students served? OTAs support OT service in a manner that does not depend on education alone-but on the diversity they bring and share. Professional presence is within the practitioner--education of technical skills alone does not accomplish this. This is in alignment with the Centennial Vision. I am not opposed in general to the discussion or the change if all of OT community sees the need. It may be the future for OT. I have seen many changes (+ and -) in my 35 years of practice. I do believe there are many unintended consequences to this change and desire a complete and transparent discussion with al stakeholders (this survey is a start). Anything that changes my profession, which I love dearly, I take seriously. This will change OT forever. I want a clearly articulated purpose from the OT community first

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before we begin. Would changing to baccalaureate allow COTAs to use credentials in non-traditional and emerging practice areas without OTR supervision?

Select from the list provided the identified concerns with offering the entry level degree for the OTA at the baccalaureate level? (check all that apply)


Response Count

Access will become limited for those seeking a degree in the occupational therapy profession

74.1% 246

Cost will increase causing higher debt and possibly a reduced applicant pool

87.7% 291

Diversity of applicants may be diminished 64.5% 214

Colleges, both existing and emerging, may be negatively impacted by an increase potential faculty shortages of qualified people and increase in tuition costs

65.7% 218

Potential for closure of program currently housed in community colleges authorized to offer only an associate degree program

80.1% 266

Health care costs may be impacted whereby consumers may pay more for services

45.2% 150

The role delineation between the OTA and OTR will become blurred

51.2% 170

Loss of jobs in emerging and current practice arenas currently hiring OTAs as cost effective means to deliver OT services

55.1% 183



skipped question 10

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Attachment 2: AOTA- OTA Degree Ad Hoc Committee- OTA Student Survey

In what region of the country is your school located?

Answer Options


Northeast 26.8% 304

Midwest 24.2% 274

West 11.1% 126

Southwest 10.1% 115

South 27.8% 315


skipped question 0



Response Count





skipped question 0

Select the category that best describes your highest level of education when entering your OTA program:


Response Count

High school diploma 49.7% 564

Associate degree 21.1% 239

Bachelor’s degree 26.5% 300

Master’s degree 2.7% 31



skipped question 0

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Response Count

Yes 24.0% 272

No 60.2% 683

Undecided 15.8% 179


skipped question 0

If you answered no to question #4 are you in favor of offering both the associate and bachelor's degree as options for Occupational Therapy Assistant entry level education?


Response Count

Yes 37.7% 351

No 45.9% 427

Undecided 16.3% 152


skipped question 204

Does your academic institution offer any bachelor's degree programs?


Response Count

Yes 25.9% 294

No 74.1% 840


skipped question 0

Select from the list provided the identified benefits with offering the entry level degree for the OTA at the baccalaureate level? (check all that apply)


Response Count

Additional time would give students a better opportunity to learn additional content and practice skills needed for entry-level practice today.

50.4% 553

The graduate may receive greater respect as an educated person with increased recognition, by having an undergraduate degree.

47.2% 518


42.8% 470

Supervision requirements may be altered to include the need for less supervision.

36.2% 397

By having OTA’s have a minimum of a bachelor’s 37.4% 410

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degree; the professional presence for all OT professionals is elevated.

Provides for an easier transition to Master’s program in occupational therapy.

48.6% 533

Receive credit for the number of years required to complete the associate degree at many community colleges whose timeframe for the completion of the associate degree is 3 years versus the 4 year baccalaureate degree

30.3% 332


34.2% 375

No benefits 22.9% 251



skipped question 37



Response Count

There will be less access for those seeking a degree in occupational therapy.

48.3% 539

The costs of going to school will increase causing higher debt and possibly keep some students from pursuing a degree in occupational therapy.

84.6% 943

Diversity of applicants may be diminished. 37.8% 422

Colleges may have increased faculty shortages of qualified people and may increase in tuition.

45.6% 508

Community colleges may have to close their OTA program because their college cannot award bachelor’s degrees.

75.6% 843

Health care costs may be impacted whereby consumers may pay more for services.

41.6% 464

The role delineation between the OTA and OTR will become blurred.

48.7% 543

Jobs in emerging and current practice areas may be lost because of reduced cost effectiveness of the OTA.

48.3% 539

No concerns 6.0% 67



skipped question 19

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From the following list of student planning scenarios related to OTA education, select the view that best reflect your career goals at this time:


Response Count

I do not have a bachelor's degree and I have no intentions of pursuing a bachelors degree

36.7% 416

I already have a bachelor's degree and have no intentions of pursuing another bachelors degree

29.1% 330

I do not have a bachelor's degree and intend to pursue a bachelor's degree (or higher degree)

34.2% 388



skipped question 0

If both the associate's degree and bachelor's degree were options at the time you applied to OTA school which would have been your first choice:


Response Count

associate's degree 55.0% 624

bachelor's degree 29.0% 329

Undecided 16.0% 181


skipped question 0

If you intend to pursue a bachelor's degree please indicate which of the following best reflects the reason why:


Response Count

I intend to use the bachelor's to apply for graduate degree in OT

46.2% 256

I intend to use the bachelor's to apply for graduate degree in another field

4.7% 26

I feel the bachelor's degree will allow more career choices and advancement as an OTA

49.1% 272




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Sample open-ended comments: It actually takes closer to 4 years to receive associates degrees as a COTA due to the fact that some students need to take science as a prerequisite for Anatomy and Physiology. It would be nice to give students who graduated credit for that work and make it easier to get their four year degree. I don't feel I can voice my opinion about the change from associate’s degree to bachelor’s degree. Since I am in an OTA program now, what does that mean for us that will graduate with an associate’s degree if it is changed to bachelors? I already have a bachelor’s degree in another field but am doing the associates in OTA because it is an interest to me, do those with bachelors in other fields have any benefits? I think there are still a lot of questions to be answered to fully have an opinion on the change. I am very grateful for my second chance at a career that I will enjoy pursing as well as am able to pursue. I wish for other individuals who are in a similar predicament as I was to have this opportunity. I don't know many people who can get bachelors, two certifications, masters, and then want to or can afford to go back for an additional bachelors. If they are going back to school for OTA it's because their current job/occupation is not fulfilling it's need--usually financially. A bachelor's degree is always going to cost more than associates. Emotionally, going back to school after trying so hard at a job that I loved, is humbling enough. Looking at another four years of school would have made me reconsider going into this field. I would not have tried to get another bachelors. Please do not change. Please do not make any changes to the OTA program. If graduates want to they should make the choice to pursue the Bachelor's degree because at this moment I do not want to pursue. I have spent too much time away from my family and a higher degree will cause more problems. I am speaking from an older adult perspective Occupational therapy is a great field to go into if you are young and have the financial means to get a Bachelor's Degree. I am currently not interested in pursuing that because I have a family and time is an issue. If this had been an option when I applied for school, I would have opted to get my masters in OT instead. I don't feel that offering a bachelor's degree for OTA programs will provide much benefit. It wish that there would have been an OTA to OT bridge program (similar to nursing programs) offered at my community college, so I could have transferred to a graduate school to get my master's in OT after completing my OTA degree. I already had a bachelor's degree prior to entering the OTA program and I'm interested in becoming an OTR.

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Too much education I believe is moving toward costing the citizens more in order to attain a good career. It is getting more expensive everyday and all based on the schools making as much as they can and after all that's what this is trying to do. Also there is only a certain amount of learning that can be done with book/school learning and OTA's simply have to go to work to know how to do their perspective jobs. I strongly and truly believe that the bachelor’s degree would be beyond and out of the question as to what is needed or Occupational Therapy. It is time for change! Occupational therapy is a hands on job. I do not feel that extra time in the classroom is going to make anyone a better therapist. Being in the field working is what makes you a better practitioner. If the OTA degree was a bachelor's degree, I would not have selected the field as an option to pursue. I, as well as most of my classmates, have at least some college, if not degrees in other fields, as an additional two years of schooling on top of the two-required years would taxing to our money, patience, and ambition. In addition, with OTA being in high demand, the supply and demand would be off-setting to the field. Do not change the requirements please. I believe that if OTA becomes a bachelor level degree then their will be fewer individuals pursuing degrees in OTA and more receiving their degrees in OTR To give a little background on myself and how going to a Bachelor's degree would impact a student like me -- I am a first year student in a COTA program at a Community College, in the process of earning my Associates Degree. I earned a Bachelor's Degree from a well-known national university, graduating with High Honors and a 3.82 GPA. I completed a rigorous 1-year Graduate program in a field related to Civil Engineering at a different well-known national institution, finishing with a 4.0 GPA. I have decided to return to school as a career change to enter the field of Occupational Therapy. I certainly had no qualms about the academic challenge of doing an OTR entry-level Masters Degree program, or the supervisory requirements of being an OTR in the workplace. However, I have two young children and am in my low 30's, and for logistical and financial reasons, going to a Community College to become a COTA is a much more prudent decision for myself and my family at this time. I feel that my educational background combined with my life experiences (including as an NCAA D1 athlete then coach, and as a former professional athlete, and as a former OT patient who had to recover from a neurological disorder) has given me an incredible advantage in entering the field of Occupational Therapy and in the quality of care that I can provide. If the requirement to become a COTA was raised to a Bachelor's, how many people like me would be replaced by 20-somethings just out of High School without this sort of applicable life experience? (I am assuming that more people earn Bachelor's Degrees when they are younger as opposed to after starting a family). In my current OTA program, I would guess that about 3/4 of the students have at least a Bachelor's degree in another field, and more than half of us have children. In general, as many in my program have talked about, they are drawn to OT through life experience and wisdom that they did not possess when they were of 'Bachelor's Degree age'.

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The Community College OTA program offers an affordable and flexible way for people like us to enter the field of OT and be able to contribute right away. If I needed to go back to school for a SECOND Bachelor's to become a COTA, I wouldn't have done it. Too expensive, too much time, and why would someone like me do that rather than just go on for the Masters Degree? I can see how having a Bachelor's Degree as an OTA might help elevate the profession, however, my guess is that it would negatively affect the diversity and the wealth of experience demonstrated by OTA students. I appreciate you asking OTA students for our opinion! Have a great day. I am thankful that I have an opportunity to seek a degree with OTA at the Associate level. I understand that more education can sometimes produce a more prepared workforce.... sometimes! I feel changing the program from an associates degree to a bachelors degree would increase competition and cut down on the flooding of OTAs in the market. I am of the opinion there is no need to politicize the issue. Studying to become an OTA in the university rather than in community college will not add any additional value to what is in place now. Be aware that many people who choose to study to become an OTA may already have a bachelor (even Masters) degree in one field or another ( just like me). Let's concentrate on letting our voice being heard as an OT professional. Do not eliminate the Associate level degrees. Graduates of Associate level programs have been successful for many years, so why eliminate something that works. The OTA classes currently, allow all walks of people to get a degree in what they want; the ability to help people. Changing to a Bachelor's degree will only allow the wealthier people to obtain access to classes and will not allow the middle class or less to obtain a degree in this field due to creating a financial hardship. This will also create a problem with the "type" of applicants that will register. A conflict could arise between people that pay high dollar for the bachelor's degree and what healthcare will pay for services; leaving the OTA disappointed in their career choice. I am totally against the idea of OTA becoming a bachelor program. I do not think a Bachelor's degree should be required. No one is going to go to go to school to get a bachelor's degree for Occupational Therapy ASSISTANT when they can go for 2 or 3 more years and be an actual THERAPIST.

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I agree with this transition but what if you got your associate degree at the age of 50y/o? What will be the advantage of bachelor degree to the 45-60 y/o OTA graduate? The huge difference in cost between a community college and a 4 year university is a big factor. Also, community colleges tend to be more welcoming to returning students, which most of the students in my program are. This is why the associate’s degree should not be eliminated. I think the option should always be there to learn at a much better price with a quality program. Being a bachelors or associates degree, the only difference is a slower pace program with more extra-curricular classes added in. I already have a Bachelor's and Master's degree and have been impressed by the academic rigor of my OTA program. Most students in my program will need three full years to complete the program. It seems a shame that they cannot work an additional year and earn the Bachelor's degree. Also, many of the students in my program already have bachelor's degrees in another field. I intend to do an OTA to OT Master's program after completing the program. As an adult student with two children with Autism, all of the therapist that has worked with my children has been OTA's. They, like me, chose the field due to cost effectiveness. Taking away the associates program would decrease the chance for adult students to get the degree, minorities to get the degree, as well as men. I think it is nice to have a choice of either two year or four year degree, though I don't think it has to change at this point in time. Community colleges need to offer this program as a choice for students and closing out two year programs will be horrible to this offering. The skills and development into a competent practitioner comes from on the job training and interaction. That can not be developed in school. Three years of pre requisites, and two years of Associate Degree should be equal to a Bachelor's Degree in OTA so that a student maybe able to move on to the Master's Degree. If the pay scale was significant it would be more desirable, also what would the pre-reqs be for both programs, and could there be a bridge program after the OTA associates- another 2 year and you could get a bachelor's if you desired. I do feel that the requirement of a Bachelor's Degree would increase respect for the profession of the OTA and give the OTA student a longer time to better understand the information that

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we need to know. However, due to the fact that I am a 48 year old student, I would have not have considered the program if it would have required the basically 4 yr. degree. Because of my age I have been a very dedicated student and have a great desire to be a good OCTA. I did not just choose a profession and knew going into this what I wanted to do, I have been a secretary for a Physical Medicine Dept for over 20 yrs. Therefore I am undecided, as this would have deterred me from joining due to my financial responsibilities other than school, the Associate's Degree and the 2 yr. program was perfect for me. With changes in health care, it is important that OTA students have the hands-on quality of education you receive from a smaller institution of learning to warrant the recovery of the patient in a safe and timely manner. We are going to have a large increase to the demand on the OT field in the next 10 years; we need more OT practitioners to fill fulfill that demand rather than less because some cannot acquire an OTA license for one reason or another. People will either be required to pay OT practitioners overtime or hire 2 or 3 times the PRN workers to fill the void if the degree for OTA demands a bachelors. Please consider these relevant key points; they are vital to our profession and the people we treat. Thank you. I am currently in an OTA program with several students who, unlike me, do not already have a bachelor's degree, but wanted to gain employment in a field for which they felt a great deal of passion. Removing the associate's degree eligibility would exclude quite a few students from pursuing education in this field who are highly motivated and will end up being very competent OTAs. I think offering a bachelor's option may be an interesting way to attract more talent to the field, but eradicating associate's candidates is a grave error that would hurt the population we care for in the end. The time and expense of the OTA program is hard enough to meet at the associate degree level and with putting it at a bachelor degree level would put becoming an OTA out of the reach of some students. If this field increased to bachelors, I wouldn't even consider this field. Even if both associates and bachelors were offered, I'd know individuals with bachelors would have more probability of receiving the job therefore I would be hesitant to bother going for this career. The need for well trained COTAs is growing, and the consequences that leaving a baccalaureate degree as the only option to become a COTA will only hinder their availability and real-world field experience. An institution's education program is only as efficient as the real-world implementation it's students can effectively provide for the public. In allowing the associate degree to bring forward individuals who can obtain these necessary skill's, our society can benefit from it as well as the institution's students. God bless. I find that the community colleges in our area do not provide OTA programs. Therefore, our choices are limited to private institution which is very costly. So to aspire to being OTA vs BS is a clear choice for many of us.

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Loss of so many jobs if we only have associates. Don't hurt this country more than it already is. OTAs are doing just fine with only an associates. I think the OTA program is so stringent and has so many prerequisites, that it really is much more like a BA. It seems like too much work/time to end up with just an Associates/"technical" degree. Far too academic. I'm assuming that those with associates degrees will be "grandfathered" in. For me, I'm glad it's an Assoc., or I would not have pursued it at this time. But the curriculum itself makes it "worthy" of a BA. What would be the main purpose of requiring a Bachelors degree to become an OTA when it can well be taught, learned and completed in a great, timely frame of approximately 2 years WITH more affordable expenses? I firmly believe that it will make matter harder for various of individuals as we all know that it is much more expensive to attend a 4 year college. I highly feel that it is a great idea to continue the OTA status at an Associate's level because requiring a Bachelor's will, mostly likely, hinder many people from being successful due to these high funding and time consuming. I anticipate that changing the OTA 's degree level to Bachelor's will cause less motivation and will be discouraging to many. I am a non-traditional student (58 years old), and I waited until I had raised my family to return to school. I believe this change would close the door to people like me because of the additional time required to finish my degree. This door will be closing on a lot of caring, compassionate, dedicated individuals wanting to pursue a career as a COTA. If the OTA program was a bachelor program, I would hope that it would allow the student to obtain a master's degree with just 1 more year of school. Please leave the associate's degree the way it is, there is nothing wrong with it. We have plenty of education in occupational therapy as an OTA with an associate's degree, trust me! OTA's at this level are learning subjects that medical/doctor students learn we are overloaded as it is. It is the students choice what degree they want but putting the OTA and OTR so close together is just non sense. I am wife and mother of three children and the strain of being a full time student for three consecutive years was extremely difficult for my family. By the time graduation arrived we were exhausted financially and emotionally while trying to raise a family of five on a single meager income. I was ready to be done and felt that the courses could have even been condensed. The associate's degree was perfect for me and has now provided the means to adequately provide for my family. I feel that the bachelor's degree would have been unattainable for me and my dreams of having a career would not have come true! There's simply to much in my head to type in this short comment box. I simply do not think that this is going to be the right decision to make.

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I would never have considered adding OTA skills to my repertoire if I could not have done it as an associate's degree. The cost of returning to school for a bachelor's degree would have been prohibitive for me. I fear you will lose a lot of great potential candidates if you make this change-it is just not necessary. Unless there will be an increase in pay that will cover the increased cost of the degree, it simply makes no sense. I like the idea to shrink the supply of OTAs, that would benefit me. Though I do not see the benefit of a bachelors. It would significantly raise the cost of an OTA education and negatively affect the cost/benefit of this course of study. I am a single mother of two daughters. Part of the reason I chose To become a COTA is because I could get an associates degree. I can not afford financially to get a bachelors degree, nor could I spend the amount of time it would take. I chose becoming a COTA due to cost, time, and personal interest. If it required a bachelors degree I would have chosen a different career. I believe changing the degree for a COTA would be detrimental to the profession. THIS IS A VERY BAD IDEA. Why change!! We have a therapist and an assistant!!!!!!!!!!!!!!!! While having a bachelors assists OTA students in advancing to an OTR position, many students currently do not have the funds to pursue an OTR position and therefore an associates degree is much more beneficial for students who want a rewarding career in healthcare and are able to afford the education. By adding a bachelors degree, less students will apply, hurting the education and field of OTA. I vigorously applaud increased professional rigor wherever it can be implemented, but I do have concerns about the economics and the very real effects that this change could have on under-served populations whether within the medical model or not. I think that just going to an OT degree instead of an OTA degree would be a great thing for the OT field. I'm currently in a OTA program and want to transfer to a school that offers just the OT program and having difficulties because there are a lot of classes I have to take in order to apply. Also, there are a lot of facilities that only hire OTRs and not OTAs. An associates degree is perfect for a student who has a bachelors degree and wants to change careers at 40 years of age. It is more cost effective and takes less time and is easier to gain college admittance and it is easier for the returning to school adult student. Doing this could create major problems for those of us who are 2 year COTA's in finding jobs or being accepted as smart compared to those who have 4 yr degrees.... it will create a rift in the team as well. We both end up with COTA degrees and should be at the same level but this would create a difference that we as "Humans" may say we wont take into consideration but in real life it would even if you don't think it will. It would be nice to have more time to get

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everything from school as we can but that increases Costs and that would deter me from going into OT. Rural areas of the US may be more effected because they often only have community colleges. I wish community colleges could offer Bachelor's programs, but they don't for some unknown reason. I think that the accredited associates degree program currently allows a lot of hands on opportunities & experiences. Increasing it to bachelor's would add to this which may be beneficial, but not sure by how much. I do not feel that adding another year plus of courses to the program would overall equal a better COTA in the end. I have just finished all my classes and will be starting my level 11 in Jan 2014 with May graduation. I am also 42yrs old and waited till my children were old enough to go to college. I absolutely love my program and feel I am going to be a great COTA (GPA 3.6 currently). However I am not sure if it was a Bachelor degree I would have sought it, at the age that I am and how long it would haven taken. If the entry level degree changes for OTAs, arrangements must be made to allow a student who already has a bachelor's degree (albeit not in OT) to apply credits to the OT bachelor's degree to shorten that student's time in the program and to decrease his/her cost to attend the program. If not, there is no reason to become an OTA when getting a master's degree would be quicker and potentially cheaper. Also, I feel that the associate's degree allows for much more age and experience diversity within the field. For instance, there are a number of students in my program who are in their 30s, 40s, and 50s who are entering OT as their second or third career. The life experience these students have is invaluable, both to them as practitioners, and to their younger classmates. These students also are more committed to a career in OT than some of the younger students in our class because they have been around the block more than once and chose OT because they are truly passionate about the profession and about improving the lives of others. All that being said, I recognize the benefit of a 4-year degree; the level of critical thinking taught and fostered in an undergraduate program cannot compare to what is offered within an associate's degree program. If you can do a great job as an OTA it shouldn't matter whether you have an associate's degree or a bachelor's degree Student debt is out of control. This generation, MY generation isn't sure if it's even possible to balance such significant loan debt. Why does the profession want to burden it's member by adding two more years of tuition? Two year degrees are so incredibly smart. They're the only educational institution that models quality education and affordability. Two year institutions are special places because the faculty are committed to their students on a level that is unmatched by a 4 year institution. The hierarchy is diminished and teachers are less concerned with tenure, politics, and credentials. These teachers want their students to excel and better the OT profession. Are COTAs proving to suddenly be incompetent or are the upper ups of OT

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being greedy and vain with what practitioners place behind their names? I'm curious if PT had stayed at a Master's level if this would even be a conversation. I think this would be a big mistake. Many people would choose other professions over becoming an COTA if a bachelor's degree is required. If the guidelines do change and the OTA is offered as a Bachelors degree regardless of being exclusive or optional with an Associates, I feel like the graduate of OTA Bachelor should be able to cross straight into a Masters in OT. I do feel like the professional lines will become blurred as well as smaller community institutions will lose out on a great program which offer great opportunities for its community and students. I think that OTA profession should stay a Associate's degree because we are assistants, not OTRs. I believe that making the requirement for an OTA becoming a bachelor's degree would make them less valuable. I think that part of the benefit of a OTA is the cost effectiveness, more schooling for the degree would result in the expectation on more pay. if the cota program is turned into a bachelor degree less and less people will join the field, also school even community college is and expense 95 percent of people cannot afford. no one is going to want to pay double to attend a university for a bachelor degree when they can just go straight to otr and no one would want to go otr as a phd. especially when last year the student loan interest rate doubled and went to 6.6%! I as well as every other person attending or about to attend college to don't want to have $800 a month in student loans to pay back so we aren't paying it off til we are in our 90s. if you change the degree you will lose the field of occupational therapy I believe that before any decisions are made concerning changing OTA education from an associate's degree to a bachelor's degree program, there needs to be research. Once there is reliable evidence that OTA practitioners who have a bachelor's degree provide better care to their clients compared to those with associate's degrees, then the change is a possibility. Client care is the most important factor, and unless studies show that earning a bachelor's degree results in providing better patient care, an associate's degree should remain as the requirement for OTA education. My biggest concern is the financial difference between attendance at a community college and a university. At the time I first entered school (15 years ago) I would not have been able to afford a bachelor's degree program, which would mean that I would not have entered the field and would not be where I am today. An associate's level program opens many doors for those who may have no other options. I feel that making it mandatory for students who wish to pursue a career in OTA to get a bachelor's degree will take away from the learning experience at a tech school. Since they know

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that they have to go to a university after a tech school, they might not work as hard at the tech school. I also feel that there would be less people interested in this career field. I've always wanted a career that I could help other people and OTA just made sense and seemed right to me. After attending college for quite some time, I became irritated taking full semesters of classes that did not apply to my career goals, as well as what seemed like a review of my previous education all through out grade school. I love being able to start a program where I can jump right in and start learning the tools and skills that I will be applying in my field. As far as making an educated decision as to if a Bachelors degree should be required to become an OTA, is out of my knowledge, perhaps when I begun working in the field for quite some time I can make a better educated decision, however for now I can not say I agree or disagree with this recommendation I think that if it was just that simple cool. Maybe make the ota level bachelors but create a lesser degree for the associates. Then the masters can still.be the top. That way people can choose their level. Also takes care of the problem that I am. Now having to get a bachelors in whatever so I can get my masters. I think just making a bachelors degree would be bad for the community and their education programs. Also it would cost too much. My main concern is the loss of job opportunities for COTA's who will only have an associates degree. Keep things the way they are. I plan to use my knowledge from ECE associates degree to have a concentration in pediatrics after I graduate from the associates program in OTA. Had the program offered an associates, bachelors, and masters I would have still chosen associates path and been very confused with the role delineation between my degree level versus Bachelors, Bachelors versus Masters, and the associates versus masters. This appears to be something that would be very disruptive in the development of OTA profession. Creating an even larger gap in the career and therapists will be spending far more time learning (about something they come from the associates programs very knowledgeable in and are supervised while continuing to educate themselves on record. That time in the field cannot compare to further classwork and student loans, a choice I would have made easily to refrain from had the only option been to pursue a BA in OTA. I would hope any concerns voiced from all of the nation will greatly affect how this idea is further processed. I personally, do not agree to with "fixing with something that is not broken." Had there been the option for an associates or bachelors for the OTA program I would have opted for the bachelor's degree only because I already had invested in 5 1/2 year at NKU and would've only needed a years worth of Gen. Ed. classes before entering the OTA program. Therefore I would've needed only 3 years to achieve the bachelor's degree. I have already been at my community college working on the OTA associate degree for almost 3 years and by the time I finish it will have been over 4 years. Going for the bachelor's degree would've been the logical choice.

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I do not think there is a need for more education, I feel hands on experience will be more beneficial. In my area only one school offered an ota program. I feel that if it is raised to a bachelors then there will be even less selection of schools to choose from and less students choosing ota programs many OTA programs are very expensive and one of the main reasons I decided on the OTA program was because i was able to afford it (at the moment) I believe that the OTA associate's degree is a prestigious and well-regarded degree plan on its own without having to be a bachelor's degree, because degree-earners are able to graduate with a marketable skill which will allow them to get a job. If both the Associate and Bachelor programs were an option for OTA, would the only difference be the degree, but the responsibilities be the same? If so, this could deter people from the bachelor program. Why spend more time in school than needed for no extra benefits in the field. Also, by having both degrees as an option, would the OTA with an Associate's really be respected or valued in the field? Since I am an older student, I choose an associates degree. Having the program be an associates degree allows you to get the additional training via OT supervision the first year or 2 while at the same time earning a salary. The program I am completing is over 90 credits and should definitely be expanded to a bachelors' degree. Changing the standard to the B.S. level would help secure the high quality of the ota. Having just an associate's level education that can be earned in less than 2 years would .greatly weed out all the people who have no interest in .securing the quality of the profession, in comparison to those who want the profession just to make money. It is definitely an excellent idea to raise the ota positron to a bachelors level. Question 9 has a problem with its ability to respond. I want to answer other but there is no bubble to indicate other. My answer to that question is I have a degree and would like to further my education to a master degree With the world and specifically the nation the way they are, we need options for good jobs in health care with less schooling. Period. Concern if recent AAS in OTA will be grandfather to have a title having a bachelors degree. Or, have a national exam to be grandfather as been a graduate or licensed as a bachelor graduate

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This will cause way too much confusion and is completely unnecessary! Look back at what it did to the field when the OTR was changed from a BS to a MS. I think changing the OTA program from an Associates Degree Bachelors degree is a wonderful idea, that would make it so much easier to pursue a higher degree. I am currently in the situation where I have to leave my school (OTA Associates program) to apply to another school to do a bachelors degree, to yet apply to another school after to do the masters OT program. That is very inconvenient, especially since all of the bridge programs are located outside of California. We could really utilize the chance of staying in the same school and getting a high degree, not many schools are offering this program as we know. It will benefit many people! No need to change anything. Things are fine the way they are. If entry level OTs will need to have entry level doctorates in the future, OTAs should have BSs. BUT, not until the OTR/COTA shortage is resolved. I am a displace worker, not by choice. I feel like I bring a lot to the OT field with my passion, compassion, and life experiences. If the program was a bachelors instead of an associate degree I for one would not be able to be in the program. I think about the patients lives that I could not touch and the lives that would touch me. My question is are we looking at a change for the patient, the student or to keep up with other fields of therapy? Good idea to make it a bachelor's degree A bachelors degree in OT/OTA should be optional and allow an OTA to get specialization in field of choice where the AA allows the OTA to be a generalist. If that was an option to get specialization I would love that and would consider it. I don't think it should be a requirement as it can really blur lines between OTR and OTA, some OTR have a bachelors degree and not a masters. Again, this is a tough decision because I don't think there is anything wrong with an Associates degree in OTA. The demand for the workers is there and there is no reason to ramp up the schooling. However, if this is a safe avenue and will eliminate some time for a Master's in OT I think it would be beneficial in the long-run.

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Attachment 3: AOTA- OTA Degree Ad Hoc Committee- OTA Practitioner Survey

How long have you been an occupational therapy assistant?


Response Count


1-2 years 16.7% 200

3-5 years 15.0% 179

6-10 years 11.5% 138

11-15 years 14.9% 178

15-20 years 13.4% 160

+20 years 16.2% 194


skipped question 0

What is the highest degree you have obtained?


Response Count

Associate Degree 71.9% 845

Bachelor's Degree 21.8% 256

Master’s Degree 6.0% 70

Doctoral Degree 0.4% 5



skipped question 19

In what region of the country do you primarily practice?


Response Count

Northeast 35.2% 421

Midwest 30.6% 366

West 6.9% 83

Southwest 3.8% 45

South 23.4% 280


skipped question 0

Do you consider your region of practice to be:

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Response Count

Urban 43.4% 498

Rural 36.9% 424

Large metropolitan 19.7% 226



skipped question 47

Please choose the option that best describes your practice setting:


Response Count

Hospital/Rehabilitation 13.4% 160

Skilled Nursing Facility/Geriatric 55.2% 660

Mental Health 2.0% 24

Home Health 3.6% 43

Community Practice/Health and Wellness 2.1% 25

Pediatrics 5.0% 60

School-based 12.1% 144

Hand therapy/Industry 1.6% 19

Education 5.0% 60



skipped question 0


Answer Options Response Percent Response Count




answered question 1195 skipped question 0

Select from the list the reason/s you obtained a degree as an occupational therapy assistant:


Response Count

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To obtain a position in health care/occupational therapy field

83.9% 972

To obtain an education in a shorten time period 33.0% 383

To obtain a degree in a different field I currently was employed in

24.9% 289

Education was affordable 30.9% 358

Ease of access to obtain my education 22.5% 261

To improve my quality of life 46.8% 542

Unable to obtain a position in the field I initially was educated in

2.8% 32



skipped question 36



Response Count

Yes 27.1% 324

No 52.0% 621

Undecided 20.9% 250


skipped question 0

If you answered no to question #7 ; are you in favor of offering both the associate and bachelor's degree as options for Occupational Therapy Assistant entry level education?


Response Count

Yes 33.7% 325

No 40.4% 390

Undecided 25.9% 250



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If a bachelors degree was an option when you were applying to OTA school, would you have selected a bachelors level program:

Answer Options


Yes 33.0% 389

No 40.9% 482

Unsure 26.1% 308


skipped question 16

Select from the list provided the identified strengths with offering the entry level degree for the OTA at the baccalaureate level? (check all that apply)


Response Count


59.8% 640


40.7% 435


53.9% 577


45.8% 490


42.5% 455


51.5% 551


31.2% 334


35.3% 378




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Response Count


50.5% 574


77.3% 878



43.5% 494


66.8% 759


37.1% 421


46.8% 532


54.1% 615



skipped question 59

Sample open-ended comments:

I have attempted to apply to bridge OTA to OTR programs - they review all 20 years of college transcripts, not just OTA program classes. This makes me not be competitive with current students. The programs also cost on average $74,000 for tuition alone. I have been working toward a Bachelor's degree for 1.5 years and finish in April 2014. I do not believe that it has made me any more credible, valuable, prepared for my position, or respected at my work place. I pursued the degree to be able to return to teaching at the OTA program. I have worked as a COTA and have always had a high respect for the OTRs. I was not in a position financially to attend a 4/5 year program. Through all the years I have been supportive through AOTA and continuing education. Experience says a lot in our field. We need hands on people to accomplish what needs to be done. I wish people would acknowledge the hard work that has been done. It is not accomplished by paperwork alone, there are other qualities that help heal people. I feel as if you say that someone doesn't have a certain degree, they could be so capable in other skills. As an example, I am quite accomplished in making splints, but someone could come along and say well you can't do this because you do not have this degree. But I do have the skill- and always have worked under the supervision and collaboration with

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my OT. A lot of other fields don't get it... OT does, and has worked well with OTR /COTA relationships. I would be interested in how the level of supervision would change and what increased responsibility would be and how that would be viewed by the OTRs. The OTRs went through this moving to Masters degrees what did they find? I'm finding it difficult to rationalize the need for additional education for an entry level OTA. What would that education look like? Our path is to gain the basics and then grow through continued education and on the job experiences. In my experience, my skills and knowledge have expanded and grown by participating in my choice of settings, offering my best to the individuals and challenges they provide, not by the time I spent in school. Thank you for the opportunity to respond. Happy New Year! I understand maybe the ideology behind increasing the educational level for OTAs' but I think its unnecessary. I am a graduate from South Suburban College, South Holland, IL- the program is competitive and very intense at the associate level; there is no need for baccalaureate level. Perhaps a 2 and a half year or 3 year program would work verses 4 years. I feel that we should continue to have the associate level for OTAs. I am in favor of keeping OTA program at associates level with continued requirements for prerequisites and fieldwork experiences. I have a degree from UVA and now TCC and having experienced the opportunity available at the community college I have a greater appreciation of its worth. These programs are an affordable option for students of all ages. I especially noticed that the OTA program receives the older student well. These experienced workers bring great talent and experience to the work world and I think this population would be excluded if the program was only offered at the bachelor level. Due to family life and employment responsibility the community college provides flexibility for these older students to embark on a new career. We need professionals in support of Occupational Therapy that have experienced life challenges in order to meet the needs of our patients and families with more empathy and understanding, In my professional judgment, it would be a great disservice to discontinue offering the OTA program at the Associate level. While the profession is considering changing the foundation degree for the OTA program from Associate to Bachelor level, it would be of greater benefit to the profession to, instead, expand the levels of Occupational Therapy to meet the current needs of our Country by offering both Associates and Baccalaureate degrees; the former as the foundation and the latter as a professional advancement opportunity. This would serve the needs of both those who require a two-year degree and those who wish to pursue that intermediate stepping stone toward a Master’s level OTR or Doctoral Level degree in Occupational Therapy.

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I think if the Assoc OTA & Bachelor OTA programs are available together that the OTAs who graduate with a 2 year may be overlooked for employment if employers seek to hire the 4 year candidates. As a COTA new grad it would have been beneficial if I had additional classes or longer field work. I didn't feel prepared. I also believe every OTA should be required to have a SNF fieldwork. This is so wrong - I love my profession and Im still paying for my student loan. Should i stop paying for it since ota will not be recognized for their services. Whose going to pay for this baccalaureate program for the handful of ota's.? The most important part of OTA's entering the field besides 1. more practical working knowledge is, 2.the field of OT has more to offer than being a WC pusher/tag-a-long for PT, during co-treats. Some of the pros I checked off are highly speculative. I think pros are more speculative than cons, and I also think there may be pushback from OTRs against some like decreases supervision. As a student, I would have wanted to be sure the increased cost/time for BA comes with increased benefits in the form of higher salary after graduation, otherwise not worth it if the current education creates qualified OTAs. Concerns with the role delineation and salary differences are skewed. I think that an associate's degree for OTA is effective and would recommend keeping it as associate's oppose to changing the required degree to bachelor's. Many people may just decide to go straight to OTR programs an OTA as a career may become diminished. That is my fear. Increased pay required for increase education I believe, as a newly graduated ota, that we are overpaid for our level of education (associates degree). I think the level if education should be raised to match our overinflated salaries... This is an idea that should have been done years ago. Would bridge programs (A.S. to B.S. in Occupational Therapy Assistant) be approved/accredited by ACOTE? Would a COTA with an A.S degree who went back to school for a B.S. in O.T.A. need

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to retake the NBCOT certification exam? What would the difference in education and practice be between those who earn an A.S in OTA vs. a B.S. in OTA? There is such variation from state to state in how OTAs are used and the level of professionalism with which they are viewed. I was in the first cohort to graduate from a program in Oregon. I made a midlife career change from Elementary Education (Masters Degree, plus) to work in a new field. Despite my extensive background working with children in an educational setting, I could not be hired as a Birth to Three Early Intervention COTA because Oregon does not see COTAs as possessing the skills and training to hold these positions. However, I am fortunate that I live just across the border from Washington State and am working there in my desired area of practice. I absolutely feel qualified for this position, primarily because of my previous work experience. However, I think properly trained and mentored OTAs could fill this need in any geographic location. I am concerned that there isn't uniformity in the way OTAs are used in various settings and from one locale to another. I briefly worked in acute care and was viewed as an equal to my OTR coworkers. I am viewed as an equal to my OTR in my position as an Early Intervention therapist; in fact, the program I work for could not exist if it weren't for the three OTAs working with our lone OTR. In some areas OTAs are erroneously perceived as simply assistants (gophers) to the "real therapist" the OTR. I had to educate my fieldwork supervisors at a local VA Hospital when they agreed to take on OTA students. They had no experience with or knowledge of what OTAs could provide in terms of service and skill. I hope some of these issues could be addressed before a decision is made to require a Bachelor's degree or not. If this had been my first career and I came out of school being hired to work as a therapy assistant, rather than a therapist in my own right, I would have been hugely disappointed and probably questioned my decision to pursue this field. If educational requirements are increased (not necessarily a bad thing) then there needs to be more advocacy for OTA employment access, responsibilities, and pay. A new grad cannot provide for a family on $15 per hour (which would prevent many from considering the field in the first place) and does not reflect an attitude of respect and professionalism toward new grads. In my position as a Birth to Three OTA I make $19 per hour, which, thankfully is okay for me because my spouse has a more lucrative career. My former classmates working in other areas of OT make anywhere from $20 to $60 per hour. I do not consider their work of any more value than mine, but accept the lower wage because I am in my dream job. Not every graduate has that luxury, and may think twice about an Associate's over a Baccalaureate when weighing school debt with earning potential. I am concerned about the ability to "grandfather-in" experienced OTAs with associates' degree to BA should the entry-level education requirements change. Why is the elevation change being considered at all? Instead, program authorizing bodies might need to raise and more rigorously enforce/monitor the educational standards at community college programs. In my case, the community college program lost its certification shortly after I graduated (at the top of my class). Had I been able to afford to wait for the waiting list to clear at a competitor's program, I would have applied at another institution, which had the better reputation in the field. The

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additional time and cost of a BA program would have prevented my pursuit of becoming an OTA. I feel I could be a more rounded clinician had I had the opportunity to move into a bachelor's program, but with the gap between the assistant and the master's becoming that much wider, I felt I had to take the degree I had and get to work as I had a family to raise. No choice of 2 yr or 4 yr. One or the other. Keep the associates. If one could have afforded the time/$$ for the masters program, they would have. I believe this would be a mistake unless AOTA is planning to change the entry level to the PhD level. I think that is a bad idea too. You will put our profession out of financial reach for many. Take the word "assistant" out of the tittle. I feel in today's workforce, an assistant portrays a lesser than stigma to others. If you want a 4 year degree than it should reflect accordingly in the title represented. More time in the classroom and more money spent on education does not make individuals more qualified to deliver quality healthcare services to clients. We will do the profession a disservice if we make OTA's carry a BS. I have met OT/R's with a Masters with less knowledge then a COTA with an Associates. Much of the reason I became a COTA was because I wanted to work in a Health Care setting with a degree I considered was a Trade degree. I went to college for 4 years getting 2 associates degrees & feel I do my job well. It's a great profession! If people would prefer a bachelore's degree they should be offered it, but for those of us who would rather be into the field quickly, an Associates is a great fit! I already had a BA when going to school for OTA- While I feel COTA skills play a vital role in the field, I am concerned that the COTA career will be eliminated. In my post-graduation job hunting experience in 2013, one national traveling COTA recruiter said, "The outlook is 'bleak' for COTAs." I spoke with no fewer than 5 COTA recruiters, and all of their information was invariably a version of the following: "I am sorry, we have almost nothing available for travelling COTAs in the northeast, especially for new graduates. The best opportunity is in places people do not usually want to go, like Idaho, Nebraska, Iowa...How do you feel about the deep south or Washington D.C.?" From an HR director of a SNF unit in Maine, "I am sorry, we are not hiring any COTAs, I do not know of anybody hiring COTAs, and I am not sure if that will change. I will keep your number and call you if I hear of anything." Given this information, it is difficult for me in good conscience to recommend anyone casually invest in a COTA career, especially if the education required four years of

49

school. Some people like doing COTA work and not having the responsibility of the OTs. They are distinct roles. I think blurring them would cause confusion both in the workplace and with salaries . Thank you for providing this survey. Education, and more of it in ones particular field, is always a plus. However, I believe this will change the diversity between OTA and OT. OT up until a year or two ago could become OT with just a bacholers. What would be the OT's need if the OTA has as much education? Why would I want to become an OTA after 4yrs, when I could have a full masters with 2 more yrs? An idea could be to allow OTA to graduate after a 2yr program, begin working and mandate extra education within a 3-4 yr period. Similar to that of teachers. Just an idea. Considering the patients that most COTAs work with, I feel that we need a degree that is more challenging and respectful. We need a degree that will back up our profession. We need to cut out all the people that use a random none related degree to apply for the MOT and use a BA in OTA as a pre MOT. Let's make progress! I'm a Cota perusing a BA because in the place I work at, the more education you have the more respect you will receive. Bachelors programs would haveoto be designed to elevate skills needed for the job. My geriatrics, phys rehab and pediatrics courses each should have been two classes with more depth. You cannot count on any on-the-job training in today's productivity driven work places, especially SNFs. Even with my BA in addition to my AAS, I felt ill-prepared for that practice setting. If the education requirement increases for COTAs, so must the salary. This will decrease the affordability of having a COTA! (Soon in NC, teachers will get paid the same whether they have a Bachelor's degree or Master's, different profession but same concept) In the current environment where reimbursement is being cut, COTA's are an affordable option to keep clinics afloat! This change could hurt the profession financially as well as cutting down the pool of who can enter our profession. The degree is just the foundation anyway, the REAL education begins when you start work! I am very much opposed to just a Bachelor's degree for a COTA. Then the question becomes...why have both Associates and Bachelor's?? I really personally feel that OTA's requiring to have a BA would blur the line of what assistants do verses OTR's. I am a seasoned COTA/L and I love my job I have worked in all areas that a OTA could go into .I use to live in Chicago in a hospital setting before I moved to OHIO , there are differences between state to state but as a OTA it is all the same I feel there should be both when I went to

50

school you did not have a choice either be a OTR or OTA I feel this give our profession a higher level of education and a chance for more to come . The current COTA's with associate degrees will be grandfathered in? The OTR's with bachelor degrees need to obtain a masters degree to distiguish the professions? It might be helpful if a ladder program from Associate degree to Masters level existed--such as in nursing. I feel that I worked as hard to get my associate's degree as I did to get my bachelor's degree, and with the clinical hours required, the time was not much shorter. My program also required neurology, which not all OTA programs do. Therefore, it would be good to have that effort recognized as a higher-level degree. I was a nontraditional student (46 y.o.), I was drawn to this program for the shorter time period I had to spend in school. I also wished I could have learned more prior to entry into practice. Changing the Associates degree would keep some of us older adults from possibly considering getting into the program. Continuing education opportunities, personal study and mentoring from supervising OT's provide adequate chance for improvement. I believe the two year program should stay the same for OTA. My reasoning is because hypothetically, if it takes 4 years (Bachelor's degree) to obtain OTA certification, why wouldn't a prospective student just become an OTR? There's no real incentive for an OTA to go to school longer because the pay will be the same regardless of length of time in school. I think it would negatively impact those students wanting to break into the health care field from other industries wanting a two year degree and not a four year. If there was increased incentive in having a four year degree such as increase in pay and less supervision time out of school from OTR, I believe a four year option would be advantageous. I would opt for having a choice rather than changing the law to a 4 year degree. I've heard PT is strictly going to a doctorate program however, the pay is staying the same. If OT isn't careful as a discipline, we could be running into shortages of OT's just like I expect with PT in the future. We'll be flooded with OTA's and no OTR's to do the evals. This could be a huge win for our discipline and what separates us from PT. OTA two year degree opens doors to those students who want to enter the healthcare field that's affordable and gives students the opportunity at a new career without 4 more years of debt. The majority of OTA's will consider Master's programs becoming an OTR. Most COTAs are searching for a quick entry into the field; with continued education afterwards while working as a COTA. I think making the OTA program a BA degree would decrease the amount of students entering the profession and discourage students from choosing to become an OTA. More programs for us OTA's to become OT's, especially if we already have a bachelors degree.

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Most of my training was truly on the job and working with my OT. School courses gave me a good background, but did not teach me as much as real life interaction with patients and fellow professionals has. I am pleased with the amount and extend of my education. Though a 2-year program, we had plenty of education and exposure to all aspects of occupational therapy. Wish I had this option as a student to get a Bachelors in OTA! I would be in favor of moving to baccalaureate level IF those of us who are tenured and demonstrated core competance could EASILY upgrade our degree and have greater earning potential as well as ability to provide better therapy for our clients. OTA in my area/state, are already being replaced with inexperienced , less than 5 years exp. OTR in a OTA position as the "OTR" can do it all". When I graduated, I was going to go to our local state college to get my OTR degree. When the top 5 of the therapists in my class went to apply, "the 2+2 program for cota's" was false. We were told that the college would only give us 1 year towards our OTR degree; but placed and continue to place inexperience OTR's in arenas unsupervised, supervising/directing more than 5 years exp. COTA's. THESE ARE ON THEIR CLINICALS, AND RIGHT AFTER THEY PASS THEIR EXAMS! The weekend program was not good for me , as I had small children and a spouse, and could not afford the additional expensives. by changing the Certified Occupational Therapy Practitioner to a bachelorette degree will open the COTA market. without as many students obtaining their credentials as a COTA. I feel there will be more COTA jobs available with less competition to obtain these positions. Although I value a higher education, I feel the most valuable part of my education has been working with my patients. I have had 5 program managers in 5 years and only one of them has been a great mentor/teacher to me. I believe we should look within the company to promote individuals who are good teachers and enjoy sharing their knowlwdge and expertise as there are many with a tremendous amount of experience. COTA's with a bachelors level degree would still require supervision, and be dependent on an OTR for supervision. I view this as a concern. . With healthcare reimbursement decreasing, I don't see that bachelor's degree OTA's would receive adequate compensation for their degree of education. I view the present Associate Degree COTA's as a good value for the healthcare dollar. as I love my job and am a good therapist. I can not tell you how often I hear "wow you are a COTA? I thought you were an OTR." Most often this comes from an OTR. So the perception

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before they knew my education was I was their peer. I would still be an OTA with a bachelors, but I think it would allow for more credibility within our profession and to the consumer. AND for goodness sake-please change the assistant name. When you work in a hospital or skilled care with nursing assistants or schools with teacher assistants this becomes very confusing to patients, staff, and families. The change would help the disparity of standards between OTA programs. Some students graduate from schools requiring extensive knowledge and proficiency while others only teach the basics to pass the exam. I personally felt I was much more prepared by my program than many other new COTA's in the field. The demands between programs vary greatly today but grant the same degree. A trend upward in standards is always better for the field than a trend in the other direction. The educational difference between an associates degree and a masters degree is very vast and puts a new COTA, I feel at a very large disadvantage. I believe it is important that the associates level remain the same. It is confusing for people who aren't in the field when 2 different degrees hold the same position and initials. I believe we are respected in our roles today and the need for the COTA and amount of education is appropriate at this time. I feel the current OTA Associates program needs to be changed. We have evolved away from Therapeutic Media into Direct Rehab skills. Many of the OTA graduates do not have the skill sets to work as a COTA after graduation. I think it is a great idea, as long as it doesn't affect those who have already completed their course work/degree, with a current associates.

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Attachment 4: AOTA- OTA Degree Ad Hoc Committee- Employer Survey How long have you been in your position as the rehab director or the responsible person for hiring rehab professionals?


Response Count


1-2 years 8.6% 18

3-5 years 17.1% 36

6-10 years 14.3% 30

11-15 years 16.2% 34

15-20 years 19.0% 40

+20 years 20.0% 42


In what region of the country is your facility located?


Response Count

Northeast 36.7% 77

Midwest 15.2% 32

West 24.8% 52

Southwest 3.8% 8

South 19.5% 41


skipped question 0

Please choose the option that best describes your practice setting:


Response Count

Hospital/Rehabilitation 21.9% 46

Skilled Nursing Facility/Geriatric 26.2% 55

Mental Health 1.9% 4

Home Health 2.4% 5

Community Practice/Health and Wellness 5.2% 11

Pediatrics 19.5% 41

School-based 10.0% 21

Hand therapy/Industry 1.4% 3

Education 11.4% 24



skipped question 0

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Response Count





skipped question 0

If given the option, which of the following category(s) of OTA's would you hire? You may select all that apply.


Response Count

Associate degree prepared 55.0% 115

Baccalaureate degree prepared 58.9% 123

Undecided. 16.3% 34


skipped question 1



Response Count

Yes 30.0% 63

No 45.2% 95

Undecided 24.8% 52


skipped question 0

If you answered no to question #6 ; are you in favor of offering both the associate and bachelors degree as options for Occupational Therapy Assistant entry level education?


Response Count

Yes 46.6% 69

No 33.1% 49

Undecided 20.3% 30


skipped question 62

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Are the academic institutions (community colleges) in your state authorized to offer bachelor’s degree programs?


Response Count

Yes 19.5% 41

No 36.2% 76

Unsure 44.3% 93


skipped question 0

Select from the list provided the identified strengths with offering the entry level degree for the OTA at the baccalaureate level? (check all that apply)


Response Count


71.7% 134


46.5% 87


53.5% 100


59.9% 112


56.7% 106


57.8% 108


30.5% 57


45.5% 85



skipped question 23

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Response Count


52.5% 104


75.3% 149



46.5% 92


65.2% 129


40.9% 81


51.5% 102


50.5% 100



skipped question 12

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Attachment 5: Occupational Therapy Assistants—Licensure Requirements Prepared by State Affairs Group, AOTA

State OTA Licensure Requirements

Alabama

AL Code § 34-39-8

Application for license; requirements.

An applicant for licensure as an occupational therapist or as an occupational therapy assistant shall be a

citizen of the United States or, if not a citizen of the United States, a person who is legally present in the

United States with appropriate documentation from the federal government, and shall file a written

application on forms provided by the board, showing to the satisfaction of the board fulfillment of all of the

following requirements:

(1) Applicant shall present evidence satisfactory to the board of having successfully completed all of the

academic requirements for degree or certificate conferral from an educational program in occupational

therapy recognized by the board. The program shall be accredited by the Accreditation Council for

Occupational Therapy Education of the American Occupational Therapy Association, Incorporated.

(2) Applicant shall pass an examination as provided for in Section 34-39-9.

Alaska AK Stat. §08.84.030.

Qualifications for licensing. (b) To be eligible for licensure by the board as an occupational therapist or occupational therapy assistant,

an applicant, unless a graduate of a foreign school of occupational therapy located outside the United States,

shall (1) have successfully completed a curriculum of occupational therapy approved by the Committee of

Allied Health Education and Accreditation of the American Medical Association or the American

Occupational Therapy Association;

(2) submit proof of successful completion and supervised field work approved by the board

(A) for an occupational therapist, a minimum of six months of supervised field work;

(B) for an occupational therapy assistant, a minimum of two months of supervised field

work;

(3) pass, to the satisfaction of the board, an examination prepared by a national testing service

approved by the board or an examination recognized by the American Occupational Therapy

Association to determine the applicant’s fitness for practice as an occupational therapist or an

occupational therapy assistant, or be entitled to licensure without examination under AS 08.84.060;

and

(4) meet qualifications for licensure established in regulations adopted by the board under AS

08.84.010(b).

AK Admin Code 12 AAC 54.600.

OCCUPATIONAL THERAPY LICENSE REQUIREMENTS. An applicant for an occupational therapist license or occupational therapy assistant license, other than an

applicant who is a graduate of a school of occupational therapy that is located outside the United States,

shall submit

(1) a completed application on the form prescribed by the board;

(2) the fees established in 12 AAC 02.320;

(3) verification of the applicant’s licensure status sent directly to the department from each jurisdiction

where the applicant holds or has ever held a license to practice occupational therapy, one of which must

indicate a current license in good standing; each verification from each jurisdiction where the applicant

holds or has ever held a license must include an explanation of any disciplinary actions taken against the

licensee;

(4) a signed letter of professional reference sent directly to the department on a form provided by the

department from a physician, instructor, supervisor, or official of the applicant's occupational therapy

school;

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(5) proof of initial certification sent directly to the department from the National Board for Certification in

Occupational Therapy (NBCOT) as evidence of having met the requirements of AS 08.84.030(b);

(6) verification that, during the 24 months immediately before the date the application is received by the

department, the applicant

(A) performed at least 60 hours of occupational therapy service and completed at least 24 contact

hours of occupational therapy related course work; the verification of at least 60 hours of

occupational therapy service must be sent directly to the department on a form provided by the

department from the agency or source;

(B) passed the NBCOT examination; or

(C) satisfactorily completed an internship of 150 hours approved by the board; the verification

must be sent directly to the department on a form provided by the department from the agency or

source; and

(7) the jurisprudence questionnaire prepared by the board covering the provisions of AS 08.84 and this

chapter.

Arizona AZ Rev Stat § 32-3423.

Application for licensure; qualifications

A. An applicant for licensure as an occupational therapist or as an occupational therapy assistant shall:

1. Be of good moral character.

2. Successfully complete the academic and fieldwork requirements of an educational program subject to

board review and standards prescribed by the board. The board shall require:

(a) For an occupational therapist, a minimum of nine hundred twenty-eight hours of supervised

fieldwork experience as determined by the supervising institution, organization or sponsor.

(b) For an occupational therapy assistant, a minimum of six hundred eight hours of supervised

fieldwork experience as determined by the supervising institution, organization or sponsor.

3. Pass an examination administered pursuant to section 32-3424.

4. Complete the application process and pay all fees required pursuant to this chapter.

B. The board may deny a license to an applicant who:

1. Commits a felony, whether or not involving moral turpitude, or a misdemeanor involving moral

turpitude. In either case conviction by a court of competent jurisdiction is conclusive evidence of

the commission.

2. Engages in any conduct that violates section 32-3401.

C. An applicant who is denied a license may request a hearing pursuant to title 41, chapter 6, article

10.

Arkansas AR Code § 17-88-302.

Qualifications of applicants. Each applicant must meet the following conditions:

(1) The applicant must be an individual at least eighteen (18) years of age;

(2) The applicant must be of good moral character;

(3) (A) The applicant must have successfully completed the academic requirements of an educational

program in occupational therapy with concentration in biologic or physical science, psychology, and

sociology, and with education in selected manual skills.

(B) For an occupational therapist, the program shall be accredited by the American Medical Association

in collaboration with the American Occupational Therapy Association and shall lead to the awarding of a

bachelor's or master's level degree or advanced standing certificate in occupational therapy.

(C) For an occupational therapy assistant, the program shall be approved by the American Occupational

Therapy Association and shall lead to the awarding of an associate level degree in occupational therapy;

(4) The applicant must have successfully completed a period of supervised field work experience at a

recognized educational institution where he or she met the following academic requirements:

(A) For an occupational therapist, a minimum of six (6) months of supervised field work experience is

required;

(B) For an occupational therapy assistant, a minimum of two (2) months of supervised field work

experience at an approved facility other than the one at which the person was previously employed, if

applicable, is required; and

(5) The applicant must have passed an examination conducted by the Arkansas State Medical Board as

provided in § 17-88-304.

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California CA Business and Professions Code § 2570.6.

An applicant applying for a license as an occupational therapist as an occupational therapy assistant shall

file with the board a written application provided by the board, showing to the satisfaction of the board that

he or she meets all of the following requirements:

(a) That the applicant is in good standing and has not committed acts or crimes constituting grounds for

denial of a license under Section 480.

(b) (1) That the applicant has successfully completed the academic requirements of an educational

program for occupational therapists or occupational therapy assistants that is approved by the board and

accredited by the American Occupational Therapy Association's

Accreditation Council for Occupational Therapy Education (ACOTE), or accredited or approved by the

American Occupational Therapy Association's (AOTA) predecessor organization, or approved by AOTA's

Career Mobility Program.

(2) The curriculum of an educational program for occupational therapists shall contain the content

required by the ACOTE accreditation standards, or as approved by AOTA's predecessor organization, or as

approved by AOTA's Career Mobility Program, including all of the following subjects:

(A) Biological, behavioral, and health sciences.

(B) Structure and function of the human body, including anatomy, kinesiology, physiology, and

the neurosciences.

(C) Human development throughout the lifespan.

(D) Human behavior in the context of sociocultural systems.

(E) Etiology, clinical course, management, and prognosis of disease processes and traumatic

injuries, and the effects of those conditions on human functioning.

(F) Occupational therapy theory, practice, and processes.

(3) The curriculum of an educational program for occupational therapy assistants shall contain the content

required by the ACOTE accreditation standards, or as approved or accredited by AOTA's predecessor

organization, including all of the following subjects:

(A) Biological, behavioral, and health sciences.

(B) Structure and function of the normal human body.

(C) Human development.

(D) Conditions commonly referred to occupational therapists.

(E) Occupational therapy principles and skills.

(c) (1) For an applicant who is a graduate of an occupational therapy or occupational therapy assistant

educational program who is unable to provide evidence of having met the requirements of paragraph (2) or

(3) of subdivision (b), he or she may demonstrate passage of the examination administered by the National

Board for Certification in Occupational Therapy, the American Occupational Therapy Certification Board,

or the American Occupational Therapy Association, as evidence of having successfully satisfied the

requirements of paragraph (2) or (3) of subdivision (b).

(2) For an applicant who completed AOTA's Career Mobility Program, he or she shall demonstrate

participation in the program and passage of the examination administered by the National Board for

Certification in Occupational Therapy, the American Occupational

Therapy Certification Board, or the American Occupational Therapy Association, as evidence of having

successfully satisfied the requirements of paragraphs (1) and (2) of subdivision (b).

(d) That the applicant has successfully completed a period of supervised fieldwork experience approved

by the board and arranged by a recognized educational institution where he or she met the academic

requirements of subdivision (b) or (c) or arranged by a nationally recognized professional association. The

fieldwork requirements for applicants applying for licensure as an occupational therapist or certification as

an occupational therapy assistant shall be consistent with the requirements of the ACOTE accreditation

standards, or AOTA's predecessor organization, or AOTA's Career Mobility Program, that were in effect

when the applicant completed his or her educational program.

(e) That the applicant has passed an examination as provided in Section 2570.7.

(f) That the applicant, at the time of application, is a person over 18 years of age, is not addicted to alcohol

or any controlled substance, and has not committed acts or crimes constituting grounds for denial of

licensure under Section 480.

Colorado CO Rev Stat § 12-40.5-106.5.

Occupational therapy assistants--licensure--application--qualifications--rules

(1) Educational and experiential requirements. Every applicant for a license as an occupational therapy

60

assistant must have:

(a) Successfully completed the academic requirements of an educational program for occupational

therapy assistants that is offered by an institution of higher education and accredited by a national,

regional, or state agency recognized by the United States secretary of education, or another such

program accredited thereby and approved by the director.

(b) Successfully completed a minimum period of supervised fieldwork experience required by the

recognized educational institution where the applicant met the academic requirements described in

paragraph (a) of this subsection (1). The minimum period of fieldwork experience for an

occupational therapy assistant is sixteen weeks of supervised fieldwork experience or satisfaction

of any generally recognized past standards that identified minimum fieldwork requirements at the

time of graduation.

(2) Application.

(a) When an applicant has fulfilled the requirements of subsection (1) of this section, the applicant

may apply for licensure upon payment of a fee in an amount determined by the director.

(b) The applicant must submit an application in the form and manner designated by the director.

(3) Examination. Each applicant must pass a nationally recognized examination, approved by the director,

that measures the minimum level of competence necessary for public health, safety, and welfare.

(4) Licensure. When an applicant has fulfilled the requirements of subsections (1) to (3) of this section, the

director shall issue a license to the applicant; except that the director may deny a license if the applicant has

committed any act that would be grounds for disciplinary action under section 12-40.5-110.

CO Code of Regulations 3 CCR 715-1

Rule 10 Occupational Therapy Assistant Licensure by Examination (§ 12-40.5-106.5, CRS)

a. Criteria for application.

1. The applicant must submit to the Director a completed application for licensure, all fees, and all

supporting documentation required by the Director in order for the Director to review the

application for licensure.

2. The applicant for licensure must pass the required examination, meet the requirements and

become licensed within one (1) year of the date of the application for licensure. If the applicant

fails to become licensed within this time period, s/he must submit a new application and fee and

meet the requirements in effect at the time of the new application. Licensure applicants have a

continuing obligation to update their application with information of changes from the original

application at any time prior to licensure.

b. Education requirements.

1. The applicant for licensure must meet the educational requirements outlined in § 12-40.5-

106.5(1), CRS.

2. The applicant for licensure must have successful completed an educational program accredited

by the Accreditation Council for Occupational Therapy Education (ACOTE).

3. An applicant for licensure must have successfully completed supervised fieldwork required by

the educational program where the applicant met the educational requirements outlined in this

Rule. The minimum period of supervised fieldwork experience is sixteen (16) weeks, or

completion of fieldwork that met generally recognized past accreditation standards in effect at the

time of the applicant’s graduation.

4. An applicant who has been certified as an Occupational Therapy Assistant by the National

Board for Certification in Occupational therapy (NBCOT),or its predecessor, shall be deemed to

have met the educational and experiential requirements for licensure set forth in sections 10(b)(2)

and (3), above.

c. Examination.

1. The examination developed by the National Board for Certification in Occupational Therapy

(NBCOT) is approved [all references to NBCOT in these rules includes its predecessor]. An

applicant must achieve at least the passing score as determined by NBCOT in order to be eligible

for licensure.

d. Licensure.

1. For applications submitted up to and including May 31, 2015, an applicant who has complied

with Rule 10 is eligible for licensure by examination regardless of when the NBCOT passing score

was achieved. Upon a showing of good cause by the applicant, the Director may waive the time

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limitation in paragraph A of this rule. Any such waiver shall be based upon the circumstances

relating to the particular individual’s application. It is anticipated that such waivers would be rare.

The decision to grant or deny such a waiver shall be within the sole discretion of the Director and

is not subject to appeal.

2. On and after June 1, 2015, an applicant who has complied with Rule 10, and who achieved a

passing score on the NBCOT examination within two years immediately preceding submission of

an application for licensure, is eligible for licensure by examination.

3. On and after June 1, 2015, an applicant who achieved a passing score on the NBCOT

examination more than two years preceding submission of an application for registration is not

eligible for licensure by examination. Such applicant must apply for licensure either on the basis

of:

i. Endorsement of licensure or registration in another jurisdiction, in accordance with

Rule 11; or,

ii. Retaking and achieving a passing score on the NBCOT examination within two

years immediately preceding submission of an application for licensure. For purposes of

this rule, the applicant may choose to take the examination as a Licensure Only candidate

through NBCOT. The applicant must comply with Rule 10 and otherwise meet the

requirements for licensure.

Connecticut

CT Gen Stat. § 20-74b.

Licensing examination. Any person who (1) if an applicant for licensure as an occupational therapist, has attained a bachelor's

degree and has graduated from an educational program accredited by the American Occupational Therapy

Association, or has completed educational preparation deemed equivalent by the commissioner, or if an

applicant for licensure as an occupational therapy assistant, has attained an associate's degree or its

equivalent and has graduated from an educational program approved by the American Occupational

Therapy Association, or has completed educational preparation deemed equivalent by the commissioner,

and (2) has successfully completed not less than twenty-four weeks of supervised field work experience in

the case of an occupational therapy applicant or eight weeks of such field work in the case of an

occupational therapy assistant applicant at a recognized educational institution or a training program

approved by the educational institution where he met the academic requirements, and (3) has successfully

completed an examination prescribed by the commissioner shall be eligible for licensure as an occupational

therapist or assistant. An applicant who has practiced as an occupational therapy assistant for four years

with a minimum of twenty-four weeks of supervised field experience and has earned a bachelor's degree

shall be eligible for licensure as an occupational therapist, provided such applicant has successfully

completed the examination for licensure not later than January 1, l988. The department shall prescribe

examinations for licensure and their passing scores.

Delaware DE Code § 24-20-2008

Qualifications of applicant; report to Attorney General; judicial review. (a) An applicant who is applying for licensure as an occupational therapist or occupational therapy assistant

under this chapter shall submit evidence, verified by oath and satisfactory to the Board, that such person:

(1) Has successfully completed the academic requirements of an educational program in

occupational therapy recognized by the Board; and

a. The occupational therapy educational program shall be accredited by the Accreditation

Council for Occupational Therapy Education (ACOTE);

b. The occupational therapy assistant educational program shall be accredited by the

Accreditation Council for Occupational Therapy Education (ACOTE);

(2) Has successfully completed a period of supervised field work experience arranged by the

recognized educational institution where the person has met the academic requirements, or by the

nationally recognized professional association;

(3) Has achieved the passing score on the written standardized examination developed by the

National Board for Certification in Occupational Therapy, Inc., or its successor;

(4) Shall not have been the recipient of any administrative penalties regarding that person's

practice of occupational therapy, including but not limited to fines, formal reprimands, license

suspensions or revocation (except for license revocations for nonpayment of license renewal fees),

probationary limitations and/or has not entered into any "consent agreements" which contain

conditions placed by a Board on that person's professional conduct and practice, including any

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voluntary surrender of a license. The Board may determine, after a hearing, whether such

administrative penalty is grounds to deny licensure;

(5) Shall not have any impairment related to drugs, alcohol or a finding of mental incompetence

by a physician that would limit the applicant's ability to undertake the practice of occupational

therapy in a manner consistent with the safety of the public;

(6) Shall not have a criminal conviction record, nor pending criminal charge relating to an offense,

the circumstances of which substantially relate to the practice of occupational therapy. Applicants

who have criminal conviction records or pending criminal charges shall require appropriate

authorities to provide information about the record or charge directly to the Board in sufficient

specificity to enable the Board to make a determination whether the record or charge is

substantially related to the practice of occupational therapy. However, after a hearing or review of

documentation demonstrating that the applicant meets the specified criteria for a waiver, the Board,

by an affirmative vote of a majority of the quorum, may waive this paragraph (a)(6), if it finds all

of the following:

a. For waiver of a felony conviction, more than 5 years have elapsed since the date of the

conviction. At the time of the application the applicant may not be incarcerated, on work

release, on probation, on parole or serving any part of a suspended sentence and must be

in substantial compliance with all court orders pertaining to fines, restitution and

community service.

b. For waiver of a misdemeanor conviction or violation, at the time of the application the

applicant may not be incarcerated, on work release, on probation, on parole or serving any

part of a suspended sentence and must be in substantial compliance with all court orders

pertaining to fines, restitution and community service.

c. The applicant is capable of practicing occupational therapy in a competent and

professional manner.

d. The granting of the waiver will not endanger the public health, safety or welfare.

(b) Where the Board has found to its satisfaction that an application has been intentionally fraudulent, or

that false information has been intentionally supplied, it shall report its findings to the Attorney General for

further action.

(c) Where the application of a person has been refused or rejected and such applicant feels that the Board

has acted without justification; has imposed higher or different standards for that applicant than for other

applicants or licensees; or has in some other manner contributed to or caused the failure of such application,

the applicant may appeal to the Superior Court.

District of Columbia

DC Code § 3-1205.03. General qualifications of applicants.

(a) An individual applying for a license under this chapter shall establish to the satisfaction of the board

regulating the health occupation that the individual:

(1) Has not been convicted of an offense which bears directly on the fitness of the individual to be

licensed;

(2) Is at least 18 years of age;

(3) Has successfully completed the additional requirements set forth in § 3-1205.04 and

subchapters VI, VII, VIII and VIII-A of this chapter, as applicable;

(4) Has passed an examination, administered by the board or recognized by the Mayor pursuant to

§ 3-1205.06, to practice the health occupation; and

(5) Meets any other requirements established by the Mayor by rule to assure that the applicant has

had the proper training, experience, and qualifications to practice the health occupation.

(b) The board may grant a license to an applicant whose education and training in the health occupation has

been successfully completed in a foreign school, college, university, or training program if the applicant

otherwise qualifies for licensure and if the board determines, in accordance with rules issued by the Mayor,

that the education and training are substantially equivalent to the requirements of this chapter in assuring

that the applicant has the proper training, experience, and qualifications to practice the health occupation.

(c) The board may deny a license to an applicant whose license to practice a health occupation was revoked

or suspended in another state if the basis of the license revocation or suspension would have caused a

similar result in the District, or if the applicant is the subject of pending disciplinary action regarding his or

her right to practice in another state.

(d) The references in § 3-1205.04 and subchapters VI, VII, VIII and VIII-A of this chapter to named

professional organizations and governmental entities for purposes of accreditation or the administration of

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national examinations shall be considered to refer to successor organizations or entities upon a

determination by the Mayor that the successor is substantially equivalent in standards and purposes as the

organization or entity named in this chapter.

DC Code § 3-1205.04.

Additional qualifications of applicants.

(g) (1) An individual applying for a license to practice occupational therapy under this chapter shall

establish to the satisfaction of the Board of Occupational Therapy that the individual:

(A) Has successfully completed an entry-level occupational therapy educational program

accredited by the Accreditation Council for Occupational Therapy Education ("ACOTE"); and

(B) Has successfully completed a period of at least 6 months of supervised work experience at an

accredited educational institution or program approved by an accredited educational institution. Florida

FL Stat §468.209

Requirements for licensure.

(1) An applicant applying for a license as an occupational therapist or as an occupational therapy assistant

shall file a written application, accompanied by the application for licensure fee prescribed in s. 468.221, on

forms provided by the department, showing to the satisfaction of the board that she or he:

(a) Is of good moral character.

(b) Has successfully completed the academic requirements of an educational program in

occupational therapy recognized by the board, with concentration in biologic or physical science,

psychology, and sociology, and with education in selected manual skills. Such a program shall be

accredited by the American Occupational Therapy Association’s Accreditation Council for

Occupational Therapy Education, or its successor.

(c) Has successfully completed a period of supervised fieldwork experience at a recognized

educational institution or a training program approved by the educational institution where she or

he met the academic requirements. For an occupational therapist, a minimum of 6 months of

supervised fieldwork experience is required. For an occupational therapy assistant, a minimum of 2

months of supervised fieldwork experience is required.

(d) Has passed an examination conducted or adopted by the board as provided in s. 468.211.

(2) An applicant who has practiced as a state-licensed or American Occupational Therapy Association-

certified occupational therapy assistant for 4 years and who, prior to January 24, 1988, completed a

minimum of 6 months of supervised occupational-therapist-level fieldwork experience may take the

examination to be licensed as an occupational therapist without meeting the educational requirements for

occupational therapists made otherwise applicable under paragraph (1)(b).

(3) If the board determines that an applicant is qualified to be licensed by endorsement under s.468.213,

the board may issue the applicant a temporary permit to practice occupational therapy until the next board

meeting at which license applications are to be considered, but not for a longer period of time. Only one

temporary permit by endorsement shall be issued to an applicant, and it shall not be renewable.

(4) If the board determines that the applicant has not passed an examination, which examination is

recognized by the board, to determine competence to practice occupational therapy and is not qualified to be

licensed by endorsement, but has otherwise met all the requirements of this section and has made

application for the next scheduled examination, the board may issue the applicant a temporary permit

allowing her or him to practice occupational therapy under the supervision of a licensed occupational

therapist until notification of the results of the examination. An individual who has passed the examination

may continue to practice occupational therapy under her or his temporary permit until the next meeting of

the board. An individual who has failed the examination shall not continue to practice occupational therapy

under her or his temporary permit; and such permit shall be deemed revoked upon notification to the board

of the examination results and the subsequent, immediate notification by the board to the applicant of the

revocation. Only one temporary permit by examination shall be issued to an applicant, and it shall not be

renewable. However, applicants enrolled in a full-time advanced master’s occupational therapy education

program who have completed all requirements for licensure except examination shall, upon written request,

be granted a temporary permit valid for 6 months even if that period extends beyond the next examination,

provided the applicant has not failed the examination. This permit shall remain valid only while the

applicant remains a full-time student and, upon written request, shall be renewed once for an additional 6

months.

(5) An applicant seeking reentry into the profession who has not been in active practice within the last 5

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years must, prior to applying for licensure, submit to the board documentation of continuing education as

prescribed by rule.

Georgia GA Law § 43-28-9

Qualifications of license applicants; waiver

(a) An applicant applying for a license as an occupational therapist or as an occupational therapy assistant

shall file an application, on forms provided by the board, showing to the satisfaction of the board that such

applicant:

(1) Is of good moral character;

(2) Has successfully completed the academic requirements of an educational program in

occupational therapy recognized by the board, with concentration in biological or physical science,

psychology, and sociology and with education in selected manual skills. For an occupational

therapist or occupational therapy assistant, such a program shall be accredited by a recognized

accrediting agency acceptable to the board. Other comparable educational programs such as those

approved by the World Federation of Occupational Therapists may be recognized by the board

upon evaluation of detailed program and course content;

(3) Has successfully completed a period of supervised field work experience at a recognized

educational institution or a training program accredited as provided in paragraph (2) of this

subsection. For an occupational therapist, a minimum of six months of supervised field work

experience is required. For an occupational therapy assistant, a minimum of two months of

supervised field work experience is required; and

(4) Has passed an examination as provided for in Code Section 43-28-10.

(b) An applicant not meeting the requirements of subsection (a) of this Code section must indicate to the

board that he has obtained a waiver of such requirements pursuant to Code Section 43-28-11.

Hawaii HI Rev Stat §457G-C

Qualifications of occupational therapy assistants. (a) Effective January 1, 2017, occupational therapy

assistants shall be licensed pursuant to this chapter.

(b) To qualify for licensure in this state, occupational therapy assistants shall have completed the

educational requirements and supervised field work required for certification by the National Board for

Certification in Occupational Therapy and shall have passed a national certification examination

administered by the National Board for Certification in Occupational Therapy.

(c) In the case of foreign-trained persons, the applicant for an occupational therapy assistant license shall

have completed the National Board for Certification in Occupational Therapy eligibility determination

process for occupational therapy assistants and shall have passed a national certification examination

administered by the National Board for Certification in Occupational Therapy.

Idaho

ID Stat. §54-3706.

REQUIREMENTS FOR LICENSURE. A person applying for a license as an occupational therapist or as

an occupational therapy assistant shall file a written application provided by the board showing to the

satisfaction of the board that such person meets the following requirements:

(1) Education: Applicant shall present evidence satisfactory to the board of having successfully completed

the academic requirements of an educational program in occupational therapy that is accredited by the

American occupational therapy association's accreditation council for occupational therapy education

(ACOTE) or predecessor or a successor organization as established in rule and approved by the licensure

board.

(2) Experience: Applicant shall submit to the licensure board evidence of having successfully completed a

period of supervised fieldwork experience acceptable to the board, which period of fieldwork experience

shall be:

(a) For an occupational therapist, a minimum of six (6) months of supervised fieldwork

experience; or

(b) For an occupational therapy assistant, a minimum of four (4) months of supervised fieldwork

experience.

(3) Examination: An applicant for licensure as an occupational therapist or as an occupational therapy

assistant shall pass an examination as provided for in section 54-3708, Idaho Code.

(4) Is in good standing.

ID Admin Rules 24.06.01

020. GENERAL QUALIFICATIONS FOR LICENSURE.

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01. Applicant. An applicant must be of good moral character. The Board may refuse licensure if it finds the

applicant has engaged in conduct prohibited by Section 54-3713, Idaho Code; provided, the Board shall take

into consideration the rehabilitation of the applicant and other mitigating circumstances.

02. Education. Each applicant shall provide evidence of successful completion of the academic requirements

of an educational program in occupational therapy that is accredited by the American Occupational Therapy

Association’s Accreditation Council for Occupational Therapy Education (ACOTE), or by a predecessor or

successor organization recognized by the United States Secretary of Education, the Council for Higher

Education Accreditation, or both.

03. Experience. Each applicant shall submit evidence of having successfully completed a period of

supervised fieldwork experience acceptable to the board, which fieldwork shall be:

a. For an occupational therapist, a minimum of six (6) months of supervised fieldwork experience;

or

b. For an occupational therapy assistant, a minimum of four (4) months of supervised fieldwork

experience.

04. Examination. Each applicant shall either pass an examination required by the Board or shall be entitled

to apply for licensure by endorsement or limited permit.

a. The written examination shall be the examination conducted by the National Board for

Certification in Occupational Therapy, Inc. (NBCOT) and the passing score shall be the passing

score established bythe NBCOT.

b. An applicant for licensure by examination who fails to pass the examination on two (2) attempts

must submit a new application as specified in Subsection 021.01.

05. Good Standing. An applicant must be in good standing as defined in these rules.

06. Application Expiration. An application upon which the applicant takes no further action will be held for

no longer than one (1) year.

Illinois

IL Consolidated Stat. §225 ILCS 75/9

Sec. 9. A person shall be qualified for licensure as an occupational therapy assistant if that person:

(1) has applied in writing in form and substance to the Department;

(2) (blank);

(3) has completed an occupational therapy program of at least 2 years in length leading to an associate

degree, or its equivalent, approved

by the Department; and

(4) has successfully completed the examination authorized by the Department within the past 5 years.

IL Admin Code. Section 1315.110

Application for Licensure

a) Any person seeking licensure as a registered occupational therapist shall file an application with the

Division, on forms supplied by the Division, along with the following:

1) Certification that the applicant has completed an approved program of occupational therapy as

set forth in Section 1315.100;

2) Verification of the successful completion of the Certification Examination for Occupational

Therapist, which shall be received directly from the designated testing service;

3) Verification of employment and Division approval to sit for the examination if an applicant

wishes to practice prior to passing the examination pursuant to Section 3(6) of the Illinois

Occupational Therapy Act [225 ILCS 75] (Act);

4) The required fee set forth in Section 1315.130(a) of this Part; and

5) Certification, on forms provided by the Division, from the jurisdiction in which the applicant

was originally licensed and is currently licensed, if applicable, stating:

A) The time during which the applicant was licensed in that jurisdiction, including the

date of the original issuance of the license;

B) A description of the examination in that jurisdiction; and

C) Whether the file on the applicant contains any record of disciplinary actions taken or

pending.

b) Any person seeking licensure as an occupational therapy assistant shall file an application with the

Division, on forms supplied by

the Division, along with the following:

1) Certification that the applicant has completed an approved program as an occupational therapy

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assistant as set forth in

Section 1315.100;

2) Verification of the successful completion of the Certification Examination for Occupational

Therapy Assistants, which

shall be received directly from the designated testing service;

3) Verification of employment and Division approval to sit for the examination if an applicant

wishes to practice prior to

passing the examination pursuant to Section 3(6) of the Act;

4) The required fee set forth in Section 1315.130(a) of this Part; and

5) Certification, on forms provided by the Division, from the jurisdiction in which the applicant

was originally licensed and

is currently licensed, if applicable, stating:

A) The time during which the applicant was licensed in that jurisdiction, including the

date of the original issuance

of the license;

B) A description of the examination in that jurisdiction; and

C) Whether the file on the applicant contains any record of disciplinary actions taken or

pending.

Indiana

IN Code § 25-23.5-5-1 [EFFECTIVE JULY 1, 2014]:

Application; contents

Sec. 1. (a) A person who applies for a license as an occupational therapist or an occupational therapy

assistant must present satisfactory evidence to the committee that the person:

(1) does not have a conviction for a crime that has a direct bearing on the person's ability to

practice competently;

(2) has not been the subject of a disciplinary action by a licensing or certification agency of another

state or jurisdiction on the grounds that the person was not able to practice as an occupational

therapist or occupational therapy assistant without endangering the public;

(3) has:

(A) before July 1, 2006, graduated from a school or program of occupational therapy or a

program for occupational therapy assistants approved by the board; and or

(B) after June 30, 2006, graduated: (i) with a master's degree or its equivalent from a

school or program of occupational therapy; or (ii) from a program for occupational

therapy assistants; approved by the board;

(4) has passed an occupational therapist or occupational therapy assistant licensing examination

approved by the board under section 4.5 of this chapter; and

(5) has met the clinical experience requirements established by the board.

(b) Notwithstanding subsection (a), an occupational therapist who received an initial license in occupational

therapy before July 1, 2006, is not required to meet the requirements under subsection (a)(3)(B) or (a)(5).

IN Code § 25-23.5-5-2

Application; supervised fieldwork experience

Sec. 2. (a) The board may require a person who applies for a license as an occupational therapist to have

successfully completed supervised fieldwork experience arranged and approved by the school or program

from which the person graduated.

(b) The board may require a person who applies for a license as an occupational therapy assistant to have

successfully completed supervised fieldwork experience arranged and approved by the program from which

the person graduated.

IN Admin Code §844 IAC 10-1-3

"School or program of occupational therapy or program of occupational therapy assistants approved

by the board" defined

Sec. 3. "School or program of occupational therapy or program of occupational therapy assistants approved

by the board" means a school or program accredited by the Accreditation Council for Occupational Therapy

Education (ACOTE) of the American Occupational Therapy Association, Inc. (AOTA) or predecessor

organizations or is deemed by the board to be equivalent to the standards set by ACOTE.

Iowa IA Code §148B.5

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An applicant applying for a license as an occupational therapist or as an occupational therapy assistant must

file a written application on forms provided by the board, showing to the satisfaction of the board that the

applicant meets the following requirements:

1. Successful completion of the academic requirements of an educational program in occupational therapy

recognized by the board.

a. For an occupational therapist, the program must be one accredited by the accreditation council

for occupational therapy education of the American occupational therapy association.

b. For an occupational therapy assistant, the program must be one approved by the American

occupational therapy association.

2. Successful completion of a period of supervised field work experience at a recognized educational

institution or a training program approved by the educational institution where the applicant met the

academic requirements.

a. For an occupational therapist, a minimum of six months of supervised field work experience is

required.

b. For an occupational therapy assistant, a minimum of two months of supervised field work

experience is required.

3. Pass an examination, either in electronic or written form, satisfactory to the board and in accordance with

rules.

Kansas KS Stat. § 65-5406.

Application for licensure; requirements. a. An applicant applying for licensure as an occupational therapist or as an occupational therapy

assistant shall file a written application on forms provided by the board, showing to the satisfaction

of the board that the applicant meets the following requirements:

1. Education: The applicant shall present evidence satisfactory to the board of having

successfully completed the academic requirements of an educational program in occupational

therapy recognized by the board.

2. Experience: The applicant shall submit to the board evidence of having successfully completed

a period of supervised field work at a minimum recognized by the board.

3. Examination: The applicant shall pass an examination as provided for in K.S.A. 65-5407 and

amendments thereto.

4. Fees: The applicants shall pay to the board all applicable fees established under K.S.A. 65-

5409 and amendments thereto.

b. The board shall adopt rules and regulations establishing the criteria which an educational program

in occupational therapy shall satisfy to be recognized by the board under paragraph (1) of

subsection (a). The board may send a questionnaire developed by the board to any school or other

entity conducting an educational program in occupational therapy for which the board does not

have sufficient information to determine whether the program should be recognized by the board

and whether the program meets the rules and regulations adopted under this section. The

questionnaire providing the necessary information shall be completed and returned to the board in

order for the program to be considered for recognition. The board may contract with investigative

agencies, commissions or consultants to assist the board in obtaining information about an

educational program in occupational therapy. In entering such contracts the authority to recognize

an educational program in occupational therapy shall remain solely with the board.

KS Regulations § 100-54-2.

Education requirements.

a. An educational program for licensure as an occupational therapist shall be recognized by the board

if the program meets the "standards for an accredited educational program for the occupational

therapist," adopted December 1998 by the accreditation council for occupational therapy education

and hereby adopted by reference.

b. An educational program for licensure as an occupational therapy assistant shall be recognized by

the board if the program meets the "standards for an accredited educational program for the

occupational therapy assistant," adopted December 1998 by the accreditation council for

occupational therapy education and hereby adopted by reference.

Kentucky KY Rev. Stat. §319A.110

68

Application for license.

(1) An applicant for licensure as an occupational therapist or as an occupational therapy assistant shall file a

written application on a form provided by the board, showing to the satisfaction of the board that the person:

(a) Is of good moral character; and

(b) Has successfully completed the academic requirements of an educational program in

occupational therapy or for occupational therapy assistants accredited by the American

Occupational Therapy Association's Accreditation Council for Occupational Therapy

Education or its equivalent.

(2) An applicant shall submit to the board evidence of successful completion of a period of supervised

fieldwork experience arranged by the recognized educational institution where the applicant met the

academic requirements. To be considered for licensure, the following minimum amount of supervised

fieldwork experience shall have been completed:

(a) The equivalent of twenty-four (24) weeks for an occupational therapist; and

(b) The equivalent of sixteen (16) weeks for an occupational therapy assistant.

(3) An applicant for licensure as an occupational therapist or as an occupational therapy assistant shall pass

an examination as provided for in KRS 319A.120.

KY Admin Regulations 201 KAR 28:060.


Section 2. Licensure of OTA/L. Applicants for licensure as an OTA/L that have not previously been

licensed in any state shall meet the

following requirements:

(1) Submit a completed "OT/L Application Form 6/2003";

(2) Submit a certified copy of the applicant's official academic transcript indicating that the

applicant has graduated from an

occupational therapy assistant educational program approved by the ACOTE or its equivalent;

(3) Submit a current copy of the certificate issued by the NBCOT stating that the applicant meets

the requirements of certification

as a COTA; and

(4) Submit the appropriate fee for licensure as required by 201 KAR 28:110. Louisiana LA Rev. Stat. §37:3006.

Requirements for licensure

An applicant applying for a license as an occupational therapist or as an occupational therapy assistant shall

file a written application on forms provided by the board, showing to the satisfaction of the board that he:

(1) Is of good moral character.

(2) Has successfully completed the academic and supervised field work experience requirements to sit for

the "Certification Examination for Occupational Therapist, Registered or the Certification Examination for

occupational therapy assistant" and is approved by the board.

LA Rev. Stat. §37:3007.

Examination for licensure

A. The board shall use the examination administered by an independent agency under contract with the

American Occupational Therapy Association, Inc. (AOTA), to administer the examinations for licensure

under this Chapter.

B. Any person applying for licensure shall, in addition to demonstrating his eligibility in accordance with

the requirements of R.S. 37:3006, make application to the board for review of proof of his current

certification by the American Occupational Therapy Association Inc. (AOTA), on a form and in such a

manner as the board shall prescribe. The application shall be accompanied by the fee fixed in accordance

with the provisions of R.S. 37:3013. The board shall determine the criteria for satisfactory performance on

the examination, using the American Occupational Therapy Association, Inc., criteria as a minimum score.

A person who fails an examination may reapply.

C. Applicants for licensure shall be examined at a time and place established by the American Occupational

Therapy Association, Inc. (AOTA). Examinations shall be given at least twice each year within the state.

LA Admin Code 46 XLV Medical Professions §1907

Qualifications for License

69

A. To be eligible for a license, an applicant shall:

1. be of good moral character as defined by §1903;

2. be a citizen of the United States or possess valid and current legal authority to reside and work in

the United States duly issued by the commissioner of the Immigration and Naturalization Service

of the United States under and pursuant to the Immigration and Nationality Act (66 Stat. 163) and

the commissioner's regulations thereunder

(8 CFR);

3. have successfully completed the academic and supervised field work experience requirements to

sit for the "Certification Examination for Occupational Therapist, Registered" or the "Certification

Examination for Occupational Therapy Assistant" as administered for or by the NBCOT or such

other certifying entity as may be approved by the board;

4. make written application to the board for review of proof of his current certification by the

NBCOT on a form and in such a manner as prescribed by the board;

5. file a written application for licensure on a form provided by the board;

6. have taken and successfully passed the licensing examination required by the board in

accordance with Sub Chapter D of this Chapter.

B. The burden of satisfying the board as to the qualifications and eligibility of the applicant for licensure

shall be upon the applicant. An applicant shall not be deemed to possess such qualifications unless the

applicant demonstrates and evidences such qualifications in the manner prescribed by, and to the

satisfaction of, the board.

C. In addition to the substantive qualifications specified in §1907.A, to be eligible for a license, an applicant

shall satisfy the procedures and requirements for application provided by §§1911 to 1955 of this Chapter

and the procedures and requirements for examination provided by §§1917 to 1935 of this Chapter.

Maine ME Rev. Stat. §32-32-2279

Qualifications

An applicant applying for a license as an occupational therapy practitioner must file a written application

showing that the applicant meets the following requirements.

1. Residence. An applicant need not be a resident of this State.

2. Character. (repealed)

2-A. Character references. (repealed)

3. Education. An applicant must present evidence satisfactory to the board of having successfully

completed the academic and fieldwork requirements of an educational program in occupational therapy or

occupational therapy assisting.

A. The occupational therapy or occupational therapy assisting educational program must be

accredited by ACOTE.

4. Experience. (repealed)

5. Examination. An applicant for licensure as an occupational therapy practitioner must pass an

examination as provided for in section 2280-A.

6. Licensure. An applicant may be licensed as an occupational therapist if the applicant has practiced as an

occupational therapy assistant for 4 years, has completed the level II fieldwork requirements for an

occupational therapist before January 1, 1988, and has passed the examination for occupational therapists.

7. Certification. An applicant must submit a verification of certification form from NBCOT. The form must

be completed and signed by NBCOT. An applicant applying within 3 months of having taken the

certification examination who has the examination scores sent directly to the board is exempt from this

requirement.

8. Fee. An applicant must pay an application fee and license fee as set under section 2285.

Maryland MD Ann. Code §10-302.

Qualifications of applicants.

(a) In general. — To qualify for a license, an applicant shall be an individual who meets the requirements of

this section.

(b) Moral character. — The applicant shall be of good moral character.

(c) Age. — The applicant shall be at least 18 years old.

(d) Education and experience. — Occupational therapist license. — An applicant for an occupational

therapist license shall have successfully:

(1) Graduated from an educational program in occupational therapy that is recognized by the Board

and accredited by ACOTE or any other nationally recognized programmatic accrediting agency;

70

and

(2) Completed the equivalent of at least 6 months of supervised, full-time field work experience at

a recognized educational institution or in a training program approved by the educational

institution where the applicant met the academic requirements.

(e) Same. — Occupational therapy assistant license. — An applicant for an occupational therapy assistant

license shall have successfully:

(1) Graduated from an educational program for occupational therapy assistants that is recognized

by the Board and accredited by ACOTE or any other nationally recognized programmatic

accrediting agency; and

(2) Completed the equivalent of at least 4 months of supervised, full-time field work experience at

a recognized educational institution or in a training program approved by the educational

institution where the applicant met the academic requirements.

(f) Examination. — The applicant shall pass the appropriate examination given by NBCOT or any other

national credentialing organization

Massachusetts MA Gen Laws Title 16, ch 112 §23H

An applicant for licensure as an occupational therapy assistant shall:

(a) successfully completed an accredited occupational therapy assistant educational program approved by

the board,

(b) successfully completed a minimum of two months of supervised field work,

(c) successfully passed an examination conducted by the board for licensure as an occupational therapy

assistant. Such examination shall be written and shall test the applicant’s knowledge of the basic and clinical

sciences related to the occupational therapy theory and practice, and such other subjects as the board may

deem useful to determine the applicant’s fitness to act as an occupational therapy assistant. The examination

shall be conducted by the board at least twice each year and at times and places to be determined by the

board; provided, however, that the board may utilize any existing national examination that meets

requirements of this section.

MA Code of Regs 259 CMR 3.01

Definitions

Approved/Accredited Educational Program. An occupational therapy educational program accredited by

AOTA's Accreditation Council for Occupational Therapy Education.

Michigan MI Public Health Code (368-1978-15-183) §333.18309

Licensure as occupational therapy assistant; rules. The board, in consultation with the department, shall promulgate rules under section 16145 setting forth the

minimum standards for licensure as an occupational therapy assistant. For purposes of this section, the

professional standards issued by the American occupational therapy association or any other recognized

trade association may be adopted by the board. The board shall not promulgate rules under this section that

diminish competition or exceed the minimum level of regulation necessary to protect the public.

R 338.1232 Educational program standards; occupational therapy assistant; adoption by reference.

Rule 32. (1) The board approves and adopts by reference in these rules the standards for accrediting

occupational therapy assistant educational programs in the document entitled “2011 Accreditation Council

for Occupational Therapy Education Standards and Interpretive Guide," adopted by the accreditation

council for occupational therapy education (acote) in December 2011 which were effective July 31, 2013.

Copies of these standards are available at no cost from the American occupational therapy association

(aota), incorporated, website at http://acoteonline.org. Copies of the standards are also available for

inspection and distribution at cost from the Michigan Board of Occupational Therapists, Department of

Licensing and Regulatory Affairs, 611 W. Ottawa, P.O. Box 30670, Lansing, Michigan 48909.

(2) Any educational program for occupational therapy assistants that is accredited by the acote qualifies as

an occupational therapy assistant educational program approved by the board.

R 338.1233 Application for occupational therapy assistant license; requirements.

Rule 33. An applicant for an occupational therapy assistant license shall submit the required fee and a

completed application on a form provided by the department. In addition to meeting the requirements of the

code and these rules, an applicant shall meet all of the following requirements:

(a) Graduate from an accredited occupational therapy assistant educational program that meets the

71

standards adopted by the board under R 338.1232.

(b) Pass an occupational therapy assistant licensure examination that is approved by the board.

(c) Pass the examination on laws and rules related to the practice of occupational therapy in this state which

is administered by the department. This subdivision takes effect one year after the effective date of these

rules.

(d) Meet the requirements of R 338.1213 if the applicant’s occupational therapy assistant educational

program was taught in a language other than English. Minnesota

MN Stat. § 148.6410

QUALIFICATIONS FOR OCCUPATIONAL THERAPY ASSISTANTS.

Subdivision 1. Education required.

An applicant must successfully complete all academic and fieldwork requirements of an occupational

therapy assistant program approved or accredited by the Accreditation Council for Occupational Therapy

Education.

Subd. 2. Qualifying examination score required.

(a) An applicant for licensure must achieve a qualifying score on the credentialing examination for

occupational therapy assistants.

(b) The commissioner shall determine the qualifying score for the credentialing examination for

occupational therapy assistants. In determining the qualifying score, the commissioner shall consider the cut

score recommended by the National Board for Certification in Occupational Therapy, or other national

credentialing organization approved by the commissioner, using the modified Angoff method for

determining cut score or another method for determining cut score that is recognized as appropriate and

acceptable by industry standards.

(c) The applicant is responsible for:

(1) making all arrangements to take the credentialing examination for occupational therapy

assistants;

(2) bearing all expense associated with taking the examination; and

(3) having the examination scores sent directly to the commissioner from the testing service that

administers the examination.

Mississippi MS Code Ann. §73-24-19

Licensing requirements; examinations (1) An applicant applying for a license as an occupational therapist or as an occupational therapy assistant

shall file a written application on forms provided by the board, showing to the satisfaction of the board that

he meets the following requirements:

(a) Is of good moral character;

(b) Has been awarded a degree from an education program in occupational therapy recognized by the

board, with a concentration of instruction in basic human sciences, the human development process,

occupational tasks and activities, the health-illness-health continuum, and occupational therapy theory and

practice:

(i) For an occupational therapist, such program shall be accredited by the Accreditation Council for

Occupational Therapy Education of the American Occupational Therapy Association or the board-

recognized accrediting body;

(ii) For an occupational therapy assistant, such a program shall be accredited by the Accreditation

Council for Occupational Therapy Education of the American Occupational Therapy Association or the

board-recognized accrediting body;

(c) Has successfully completed a period of supervised fieldwork experience at a recognized educational

institution or a training program approved by the educational institution where he or she met the academic

requirements:

(i) For an occupational therapist, the required supervised fieldwork experience shall meet current

national standards that are published annually by the board;

(ii) For an occupational therapy assistant, the required supervised fieldwork experience shall meet

national standards that are published annually by the board.

(2) The board shall approve an examination for occupational therapists and an examination for occupational

therapy assistants that will be used as the examination for licensure.

(3) Any person applying for licensure shall, in addition to demonstrating his eligibility in accordance with

72

the requirements of this section, make application to the board for review of proof of his eligibility for

certification by the National Board for Certification in Occupational Therapy, Inc. (NBCOT), or its

successor organization, on a form and in such a manner as the board shall prescribe. The application shall be

accompanied by the fee fixed in accordance with the provisions of Section 73-24-29. The board shall

establish standards for acceptable performance on the examination. A person who fails an examination may

apply for reexamination upon payment of the prescribed fee.

(4) Applicants for licensure shall be examined at a time and place and under such supervision as the board

may require. The board shall give reasonable public notice of these examinations in accordance with its

rules and regulations.

(5) An applicant may be licensed as an occupational therapist if he or she: (a) has practiced as an

occupational therapy assistant for four (4) years, (b) has completed the requirements of a period of six (6)

months of supervised fieldwork experience at a recognized educational institution or a training program

approved by a recognized accredited educational institution before January 1, 1988, and (c) has passed the

examination for occupational therapists.

(6) Each application or filing made under this section shall include the social security number(s) of the

applicant in accordance with Section 93-11-64, Mississippi Code of 1972

Missouri MO Rev Stat. §324.071

Application for a license--certification, when.

1. The applicant applying for a license to practice occupational therapy shall provide evidence of being

initially certified by a certifying entity and has completed an application for licensure and all applicable fees

have been paid.

2. The certification requirement shall be waived for those persons who hold a current registration by the

board as an occupational therapist or occupational therapy assistant on August 28, 1997, provided that this

application is made on or before October 31, 1997, and all applicable fees have been paid. All other

requirements of sections 324.050 to 324.089 must be satisfied.

3. The person shall have no violations, suspensions, revocation or pending complaints for violation of

regulations from a certifying entity or any governmental regulatory agency in the past five years.

4. The board may negotiate reciprocal contracts with other states, the District of Columbia, or territories of

the United States which require standards for licensure, registration or certification considered to be

equivalent or more stringent than the requirements for licensure pursuant to sections 324.050 to 324.089.

MO Code of State Regs 20 CSR 2205-2.010

Certifying Entity

PURPOSE: This rule establishes the requirements of a certifying entity for occupational therapists and

occupational therapy assistants.

(1) A certifying entity shall be a non-governmental entity or association that certifies or registers individuals

who have completed academic and training requirements and successfully completed an examination with a

passing score establishing minimum competency. A certifying entity must be approved by the division.

(A) Approval as a certifying entity for an occupational therapist must require that an entity provide

evidence to the division that certification or registration from the certifying entity requires an occupational

therapist to have—

1. A degree/certificate in occupational therapy from an occupational therapy educational program

accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) or its

successor organization;

2. Successfully completed the therapist level fieldwork required by the educational program; and

3. Successfully completed an examination with a passing score establishing minimum competency

(C) Approval as a certifying entity for an occupational therapy assistant must require that the entity

provide evidence to the

division that certification or registration from the certifying entity requires an occupational therapy assistant

to have—

1. A degree/certificate in occupational therapy assistant from an occupational therapy assistant

educational program accredited by the Accreditation Council for Occupation al Therapy Education

(ACOTE) or its successor organization;

2. Successfully completed the assistant level fieldwork required by the educational program; and

3. Successfully completed an examination with a passing score establishing minimum competency.

73

Montana MT Code Ann. §37-24-303.


(1) To be eligible for licensure by the board as an occupational therapist or an occupational therapy

assistant, the applicant shall:

(a) present evidence of having successfully completed the academic requirements of an educational

program recognized by the board for the license sought;

(b) submit evidence of having successfully completed a period of supervised fieldwork experience

arranged by the recognized educational institution where the person completed the academic requirements

or by a nationally recognized professional association;

(c) submit evidence of having been certified by the national board for certification in occupational

therapy, inc. (NBCOT); and

(d) pass an examination prescribed by the board.

(2) The supervised fieldwork experience requirement for an occupational therapist is a minimum of 6

months. The supervised fieldwork experience requirement for an occupational therapy assistant is a

minimum of 2 months.

MT Board of Occupational Therapy Practice

License Category: Occupational Therapy Assistant

B. Education Requirements: The applicant must successfully complete the academic requirements of an

educational program for Occupational Therapists or Occupational Therapy Assistants that is accredited by

the American Occupational Therapy Association's Accreditation Council for Occupational Therapy

Education (ACOTE) or predecessor organization.

C. Experience Requirements: An Occupational Therapy Assistant must complete a minimum of sixteen

weeks of supervised fieldwork experience or satisfy any generally recognized past standards that identified

minimum fieldwork requirements at the time of graduation.

D. Examination Information: Please contact the National Board for Certification in Occupational Therapy

for exam information.

G. Continuing Education Requirements: 10 Continuing education units annually. Up to 10 hours earned in

excess of the 10 hours required in a licensing year may be carried over into the following year.

Nebraska NE Code §38-2519

Occupational therapy assistant; license; application; requirements; term.

(1) An applicant applying for a license as an occupational therapy assistant shall show to the satisfaction of

the department that he or she:

(a) Has successfully completed the academic requirements of an educational program in occupational

therapy recognized by the department and accredited by a nationally recognized medical association or

nationally recognized occupational therapy association;

(b) Has successfully completed a period of supervised fieldwork experience at an educational institution

approved by the department and where the applicant's academic work was completed or which is part of a

training program approved by such educational institution. A minimum of two months of supervised

fieldwork experience shall be required for an occupational therapy assistant; and

(c) Has passed an examination as provided in section 38-2520.

(2) Residency in this state shall not be a requirement of licensure as an occupational therapy assistant. A

corporation, partnership, limited liability company, or association shall not be licensed as an occupational

therapy assistant pursuant to the Occupational Therapy Practice Act.

NE Admin Code 172 NAC 114

114-003 INITIAL CREDENTIAL

114-003.01 Qualifications: To receive a credential to practice as an occupational therapist or an

occupational therapy assistant, an individual must meet the following qualifications:

1. Age and Good Character: Be at least 19 years old and of good character;

2. Citizenship/Resident Information: For purposes of Neb. Rev. Stat. §§4-108 to 4-114, a citizen of the

United States or qualified alien under the Federal Immigration and Nationality Act. For purposes of Neb.

Rev. Stat. §38-129, a citizen of the United States, an alien lawfully admitted into the United States who is

eligible for a credential under the Uniform Credentialing Act, or a nonimmigrant lawfully present in the

United States who is eligible for a credential under the Uniform Credentialing Act;

3. Education: Have successfully completed the academic requirements of an educational program in

74

occupational therapy for an occupational therapist or occupational therapy assistant;

4. Field Experience: Have successfully completed an approved supervised fieldwork experience for an

occupational therapist or for an occupational therapy assistant; and

5. Examination: Have passed the licensure examination with a scaled score of 450 or above for the

applicable credential.

114-002 DEFINITIONS Approved supervised field work experience means a period of supervised field work experience at an

educational institution approved by the Department and where the occupational therapist’s or occupational

therapy assistant's academic work was completed or which was part of a training program approved by the

educational institution. A minimum of six months of supervised field work experience will be required for

an occupational therapist and a minimum of two months of supervised field work experience is required for

an occupational therapy assistant.

Basic Educational Program/Educational Program means:

1. A program for the education of occupational therapists which is recognized by the Department and

accredited by the Accreditation Council for Occupational Therapy Education of the American Occupational

Therapy Association or predecessor organizations.

2. A program for the education of occupational therapy assistants which is recognized by the Department

and accredited by the Accreditation Council for Occupational Therapy Education of the American

Occupational Therapy Association or predecessor organizations.

Nevada NV Rev. Stat. §640A.120

Qualifications for license. To be eligible for licensing by the Board as an occupational therapist or

occupational therapy assistant, an applicant must:

1. Be a natural person of good moral character.

2. Except as otherwise provided in NRS 640A.130, have satisfied the academic requirements of an

educational program approved by the Board. The Board shall not approve an educational program designed

to qualify a person to practice as an occupational therapist or an occupational therapy assistant unless the

program is accredited by the Accreditation Council for Occupational Therapy Education of the American

Occupational Therapy Association, Inc., or its successor organization.

3. Except as otherwise provided in NRS 640A.130, have successfully completed:

(a) If the application is for licensing as an occupational therapist, 24 weeks; or

(b) If the application is for licensing as an occupational therapy assistant, 16 weeks,

of supervised fieldwork experience approved by the Board. The Board shall not approve any supervised

experience unless the experience was sponsored by the American Occupational Therapy Association, Inc.,

or its successor organization, or the educational institution at which the applicant satisfied the requirements

of subsection 2.

4. Except as otherwise provided in NRS 640A.160 and 640A.170, pass an examination approved by the

Board.

New Hampshire NH Rev Stat Title 30 §326-C:5

Eligibility for Licensure. I. An applicant shall possess the following qualifications to be licensed:

(a) Be at least 17 years of age.

(b) Be of good moral character.

(c) Successfully complete an academic program in occupational therapy accredited by the American

Council for Occupational Therapy Education (ACOTE) or its successor organization or be certified by the

National Board for Certification in Occupational Therapy, Inc., or its successor organization.

(d) Successfully complete a period, as specified in paragraph II, of supervised field work experience

approved by the educational institution where the applicant met his or her academic requirements, or be

certified by the National Board for Certification in Occupational Therapy, Inc., or its successor

organization.

(e) Successfully complete the entry level certification examination for occupational therapists or

occupational therapy assistants approved by the board, such as the examination administered by the

National Board for Certification in Occupational Therapy, Inc. or by another nationally recognized

credentialing body.

(f) If passing the required examination more than one year before submitting the application for

75

licensure, meet the continuing competency requirements established by the board in rules adopted pursuant

to RSA 541-A.

II. A minimum of 6 months of supervised fieldwork experience is required for licensure as an occupational

therapist, and a minimum of 2 months of supervised fieldwork experience is required for licensure as an

occupational therapy assistant.

III. The board may, upon notice and opportunity for a hearing, deny an application for initial licensure or

issue a conditional license. The board may, upon notice and opportunity for a hearing, deny an application

for reinstatement of a license or reinstate the license with conditions. Conditions imposed may include a

requirement for continuing education, practice under the supervision of a licensed occupational therapist, or

any other condition set forth in the section addressing conditional licenses in RSA 328-F.

NH Admin Rules Occ 300 §303.01

Eligibility Requirements.

(a) Applicants for initial licensure as occupational therapists or occupational therapy assistants shall:

(1) Be at least 17 years of age;

(2) Be of good moral and professional character, as evidenced by:

a. The answers to questions (f)(1)-(f)(6) and questions (i)(1)-(i)(5) on the application

form described in Occ 302.02;

b. Any reports submitted pursuant to Occ 302.04(b) and (c);

c. Any verification information as described in Occ 302.04(d);

d. The letters of reference required by Occ 302.04(i); and

e. Any criminal offender record report(s) submitted in accordance with Occ 302.04(k);

(3) Be or have been NBCOT certified or have met the educational, supervised field work and

examination requirements set forth in (b) below;

(4) Have complied with the continuing competence requirements set forth in Occ 303.02, if they

are applicable; and

(5) If licensed in another state, be active in the profession as defined in Occ 301.02.

(b) Applicants not previously NBCOT certified shall have:

(1) Successfully completed an ACOTE-accredited academic program in occupational therapy;

(2) If applying for licensure as occupational therapists, successfully completed 6 months of

supervised field work approved by the institutions providing their academic programs;

(3) If applying for licensure as occupational therapy assistants, successfully completed 2 months

of supervised field work approved by the institutions providing their academic programs; and

(4) Passed the entry level examination for occupational therapists or occupational therapy

assistants, as applicable, developed by NBCOT.

(c) Applicants for initial licensure as occupational therapists or occupational therapy assistants who are

licensed in another state but are not active in the profession shall be issued conditional licenses as further set

forth in Occ 304.

New Jersey NJ Rev Stat 45:9-37.62.

Requirements for licensure as occupational therapy assistant

To be eligible for licensure as an occupational therapy assistant, an applicant shall fulfill the following

requirements:

a. Be at least 18 years of age;

b. Be of good moral character;

c. Present evidence to the director of having successfully completed the academic requirements of an

educational program in occupational therapy approved by the director, in consultation with the council;

d. Submit to the director evidence of having successfully completed at least 12 weeks of supervised

fieldwork experience approved by the educational institution at which the applicant completed the

occupational therapy educational program; and

e. Successfully complete an examination administered or approved by the director, in consultation with the

council, to determine the applicant's competence to practice occupational therapy.

NJ Admin Code 13:44K-2.1

ELIGIBILITY REQUIREMENTS; OCCUPATIONAL THERAPIST; OCCUPATIONAL

THERAPY ASSISTANT

b) To be eligible for licensure as an occupational therapy assistant, an applicant shall:

76

1) Be at least 18 years of age;

2) Be of good moral character;

3) Have successfully completed:

i) An associate's degree or its equivalent in occupational therapy from an accredited

college or university approved by the Commission on Higher Education or its successor;

or

ii) An associate's degree or its equivalent in any field other than occupational therapy

from an accredited college or university approved by the Commission on Higher

Education or its successor and have fulfilled the academic requirements of an educational

program for occupational therapy assistant accredited by the Accreditation Council for

Occupational Therapy Education of the American Occupational Therapy Association, the

World Federation of Occupational Therapy or other nationally recognized programmatic

accrediting agency;

4) Have successfully completed at least 12 weeks of supervised fieldwork experience approved by

the educational institution at which the applicant completed the occupational therapy education

program as evidenced in accordance with (b)3i and ii above; and

5) Have successfully completed the certification examination administered by the National Board

for Certification in Occupational Therapy (NBCOT), or its predecessors.

New Mexico NM Rev Stat § 61-12A-11.

Requirements for licensure. (Repealed effective July 1, 2016.)

A. An applicant applying for a license as an occupational therapist or occupational therapy assistant shall

file a written application provided by the board, accompanied by the required fees and documentation, and

demonstrating to the satisfaction of the board that the applicant has:

(1) successfully completed the academic requirements of an educational program in occupational therapy

that is either:

(a) accredited by the American occupational therapy association's accreditation council for

occupational therapy education; or

(b) in the case of a foreign educational program, accepted by the national board for certification in

occupational therapy when the therapist applies to take that board's examination;

(2) successfully completed a period of supervised field work experience at a recognized educational

institution or a training program approved by the educational institution where the occupational therapist or

the occupational therapy assistant has met the academic requirements of Paragraph (1) of this subsection;

provided that:

(a) an occupational therapist shall complete a minimum of twenty-four weeks of supervised

fieldwork experience or satisfy any generally recognized past standards that identified minimum

fieldwork requirements at the time of graduation; and

(b) an occupational therapy assistant shall complete a minimum of sixteen weeks of supervised

fieldwork experience or satisfy any generally recognized past standards that identified minimum

fieldwork requirements at the time of graduation;

(3) has passed an examination prescribed by the national board for certification in occupational therapy

or the board; and

(4) has no record of unprofessional conduct or incompetence.

B. In the case of an occupational therapy assistant or a person practicing on a provisional permit, the

applicant shall file with the board a signed, current statement of supervision by the occupational therapist

who will be the responsible supervisor.

C. The board shall verify, as necessary, information contained on the completed application and any

supporting documentation required to obtain a license.

New York NY Educ L Title 8, Art 156, §7905

Limited permits. Permits limited as to eligibility, practice, and duration, shall be issued by the department to eligible

applicants, as follows:

1. The following persons shall be eligible for a limited permit:

c. An occupational therapy assistant who has graduated from an accredited occupational therapy

77

assistant curriculum with an associate's degree satisfactory to the board of occupational therapy and

in accordance with the commissioner's regulations.

2. A limited permittee shall be authorized to practice occupational therapy, or in the case of a limited permit

issued pursuant to paragraph

(c) of subdivision one of this section, practice under the exemption established pursuant to subdivision

seven of section seventy-nine hundred six of this article, only under the direct supervision of a licensed

occupational therapist or a licensed physician and shall practice only in a public, voluntary, or proprietary

hospital, health care agency or in a preschool or an elementary or secondary school for the purpose of

providing occupational therapy as a related service for a handicapped child.

For purposes of this subdivision, supervision of an individual with a limited permit to practice occupational

therapy issued by the department shall be direct supervision as defined by the commissioner's regulations.

3. A limited permit shall be valid for one year. It may be renewed once for a period not to exceed one

additional year, at the discretion of the department, upon the submission of an explanation satisfactory to the

department for an applicant's failure to become licensed within the original one-year period.

4. The fee for a limited permit shall be seventy dollars.

NY Educ L Title 8, Art 156, §7906.

Exempt persons.

This article shall not be construed to affect or prevent the following, provided that no title, sign, card or

device shall be used in such manner as to tend to convey the impression that the person rendering such

service is a licensed occupational therapist:

7. Occupational therapy assistants, as defined by the commissioner, authorized by the department, and under

the direction and supervision of a licensed occupational therapist or a licensed physician. In the case of

those working under a licensed physician such exemption shall apply only in a public, voluntary or

proprietary hospital or health or home care agency. Such authorization shall be issued to individuals who

have met standards, including those relating to education, experience, examination and character, as

promulgated in regulations of the commissioner. Such authorization shall be subject to full disciplinary and

regulatory authority of the board of regents and the state education department, pursuant to this title, as if

such authorization were a professional license issued under this article. The application fee for such

authorization shall be established in regulation by the board of regents. Each authorized occupational

therapy assistant shall register with the department every three years and shall pay a registration fee

established in regulation by the board of regents.

18 NY Comp Codes Rules and Regs §76.7

Requirements for authorization as an occupational therapy assistant.

To qualify for authorization as an occupational therapy assistant pursuant to section 7906(7) of the

Education Law, an applicant shall

fulfill the following requirements:

a. file an application with the Department;

b. have received an education as follows:

1. completion of a two-year associate degree program for occupational therapy assistants

registered by the Department or

accredited by a national accreditation agency which is satisfactory to the Department; or

2. completion of a postsecondary program in occupational therapy satisfactory to the

Department and of at least two years

duration;

c. have a minimum of three months clinical experience satisfactory to the state board for

occupational therapy and in accordance

with standards established by a national accreditation agency which is satisfactory to the

Department;

d. be at least eighteen years of age;

e. be of good moral character as determined by the Department;

f. register triennially with the Department in accordance with the provisions of subdivision (h) of

this section, sections 6502 and

7906(8) of the Education Law, and sections 59.7 and 59.8 of this Subchapter;

78

g. pay a fee for an initial license and a fee for each triennial registration period that shall be one

half of the fee for initial license and for each triennial registration period established in Education

law for occupational therapists; and

h. except as otherwise provided by Education Law section 7907(2), pass an examination

acceptable to the Department.

North Carolina NC Gen Stat §90-270.69

REQUIREMENTS FOR LICENSURE

(a) Any individual who desires to be licensed as an occupational therapist or occupational therapy assistant

shall file a written application with the Board on forms provided by the Board, showing to the satisfaction of

the Board that the applicant:

(1) Is of good moral character; and

(2) Has passed an examination approved by the Board as provided in this Article; and

Applicants for licensure as an occupational therapist must also have successfully completed an accredited

occupational therapy educational curriculum and the required supervised fieldwork as determined by the

Board. Applicants for licensure as an occupational therapy assistant must also have successfully completed

an accredited occupational therapy assistant educational curriculum and the required supervised fieldwork

as determined by the Board.

(b) Occupational therapists who are trained outside of the United States and its territories shall satisfy the

examination and educational requirements as stated in subsection (a) of this section. The Board shall require

these applicants to meet examination eligibility requirements as established by the credentialing body

recognized by the Board before taking the examination.

NC Admin Code 21 NCAC §38.0201

APPLICATION PROCESS

(a) Each applicant, including those trained outside the United States or its territories, for an occupational

therapist or occupational therapy assistant license shall complete an application form provided by the Board.

This form shall be submitted to the Board and shall be

accompanied by:

(1) one head and shoulders photograph (passport type), taken within the past six months, of the

applicant of acceptable quality for identification, two inches by two inches in size;

(2) the proper fees, as required by 21 NCAC 38 .0204;

(3) evidence from the National Board for Certification of Occupational Therapy (NBCOT) of

successful completion of the certification examination administered 18 by it. Evidence of

successful completion of the NBCOT certification examination shall be accepted as proof of

graduation from an accredited curriculum and successful completion of field work requirements;

(4) two signed statements on forms provided by the Board attesting to the applicant's good moral

character; and

(5) successful completion of a jurisprudence exam administered by the Board.

(b) An applicant previously licensed in any state re-entering the field of occupational therapy after not

practicing occupational therapy for more than 24 months shall complete 90 days of general, supervised, re-

entry fieldwork and shall provide to the Board;

(1) a written plan for 90 days of general, supervised, re-entry fieldwork within 10 days of securing

employment; and

(2) monthly documentation confirming that the general, supervised, re-entry fieldwork is being

provided.

North Dakota

ND Century Code § 43-40-08.



file a written application provided by the board, demonstrating to the satisfaction of the board that the

applicant:

1. Is competent.

2. Will adhere to the code of ethics adopted by the board.

3. Has successfully completed the academic requirements of an educational program in occupational

therapy recognized by the board.

a. The occupational therapy educational program must be accredited by a national occupational

therapy accrediting agency approved by the board.

79

b. The occupational therapy assistant educational program must be accredited by a national

occupational therapy accrediting agency approved by the board.

4. Has successfully completed a period of supervised fieldwork experience required by the accredited

educational institution where the applicant met the academic requirements required by a national

occupational therapy accrediting agency approved by the board.

5. Has passed an examination approved by the board.

ND Admin Code § 55.5-02-01-01.1.


1. To be licensed as an occupational therapist an applicant must meet all of the following requirements:

a. The applicant has a degree from an occupational therapy program accredited by the accreditation

council for occupational therapy education or a degree from a foreign occupational therapy

program which the national board for certification in occupational therapy deems comparable.

b. The applicant has passed the occupational therapist registered certification examination

administered by the national board for certification in occupational therapy.

c. Grounds for denial of the application under North Dakota Century Code section 43-40-16 do not

exist.

d. The applicant has completed a self-assessment of the applicant’s knowledge of North Dakota

laws and rules.

2. To be licensed as an occupational therapy assistant an applicant must meet all of the following

requirements:

a. The applicant has a degree from an occupational therapy program accredited by the accreditation

council for occupational therapy education or a degree from a foreign occupational therapy

program which the national board for certification in occupational therapy deems comparable.

b. The applicant has passed the certified occupational therapy assistant certification examination

administered by the national board for certification in occupational therapy.

c. Grounds for denial of the application under North Dakota Century Code section 43-40-16 do not

exist.

d. The applicant has completed a self-assessment of the applicant’s knowledge of North Dakota

laws and rules.

Ohio OH Rev Code 4755.07

License qualifications. No person shall qualify for licensure as an occupational therapist or as an occupational therapy assistant

unless the person has shown to the satisfaction of the occupational therapy section of the Ohio occupational

therapy, physical therapy, and athletic trainers board that the person:

(A) Is of good moral character;

(B) Has successfully completed the academic requirements of an educational program recognized by the

section, including a concentration of instruction in basic human sciences, the human development process,

occupational tasks and activities, the health-illness-health continuum, and occupational therapy theory and

practice;

(C) Has successfully completed a period of supervised fieldwork experience at a recognized educational

institution of a training program approved by the educational institution where the person met the academic

requirements. For an occupational therapist, a minimum of six months of supervised fieldwork experience is

required. For an occupational therapy assistant, a minimum of two months of supervised fieldwork


(D) Has successfully passed a written examination testing the person’s knowledge of the basic and clinical

sciences relating to occupational therapy, and occupational therapy theory and practice, including the

applicant's professional skills and judgment in the utilization of occupational therapy techniques and

methods, and such other subjects as the section may consider useful to determine the applicant's fitness to

practice. The section may require separate examinations of applicants for licensure as occupational therapy

assistants and applicants for licensure as occupational therapists.

Applicants for licensure shall be examined at a time and place and under such supervision as the section

determines.

OH Admin Code § 4755-3-03

Educational requirements.

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(A) The education requirements described in divisions (B) and (C) of section 4755.07 of the Revised Code,

shall be satisfied by completion of an education program accredited by the Accreditation Council for

Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association.

Occupational therapy programs which have not been accredited by (ACOTE) will be accepted provided

program equivalency has been established by a recognized educational credentialing body approved by the

section.

(B) In accordance with the provision of the second paragraph of section 4755.09 of the Revised Code, the

section may waive the educational requirements specified in paragraph (A) of this rule on the basis of job

experience if all of the following conditions are met:

(1) The applicant passed the NBCOT certification examination.

(2) The applicant for licensure engaged in the active practice of occupational therapy as a licensed

occupational therapist in another state, or if the experience occurred in a state not requiring

licensure, as an occupational therapist certified by NBCOT, for a period of no less than five years

immediately proceeding the date the application is submitted.

(3) The applicant’s licensure and/or certification are active and without restriction.

(4) The applicant is foreign educated and meets the requirements of paragraph (E) of rule 4755-3-

01 of the Administrative Code in addition to all other applicable paragraphs of rule 4755-3-01 of

the Administrative Code.

Oklahoma OK Stat §59-888.6.

Application for license - Information required


file written application on forms provided by the Board, as recommended by the Committee, showing to the

satisfaction of the Board that he meets the following requirements:

1. Residence: Applicants need not be a resident of this state;

2. Character: Applicants shall be of good moral character;

3. Education: Applicants shall present evidence satisfactory to the Board of having successfully completed

the academic requirements of an educational program in occupational therapy recognized by the Board, with

concentration in biological or physical science, psychology and sociology, and with education in selected

manual skills. For an occupational therapist the educational program shall be accredited by the Committee

on Allied Health Education and Accreditation/American Medical Association in collaboration with the

American Occupational Therapy Association. For an occupational therapy assistant, such a program shall be

approved by the American Occupational Therapy Association;

4. Experience: Applicants shall submit to the Board evidence of having successfully completed a period of

supervised field work experience at a recognized educational institution or a training program approved by

the educational institution where he met the academic requirements. For an occupational therapist, a

minimum of six (6) months of supervised field work experience is required. For an occupational therapy

assistant, a minimum of two (2) months of supervised field work experience is required;

5. Examination: Applicants shall submit to the Board evidence of having successfully completed an

examination as provided for in Section 7 of this act.

OK Admin Code §435:30-1-8.

Licensure requirements specific to occupational therapy assistant

(a) An occupational therapy assistant is a person who assists in the duties usually performed by an

occupational therapist under the general

supervision of a licensed occupational therapist.

(b) The fee for licensure as an occupational therapy assistant upon initial application shall be set by the

Board.

(c) The Committee may in its discretion require any applicant to appear in person before the Committee in

connection with consideration

of said initial licensure.

Oregon OR Rev Stat. § 675.250

Qualifications for licensing as occupational therapy assistant; rules.

Except as provided in ORS 675.270, an applicant for licensure under ORS 675.210 to 675.340 as an

occupational therapy assistant shall:

(1) Be at least 18 years of age.

(2) Have successfully completed the academic requirements of an educational program for occupational

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therapy assistants recognized by

the Occupational Therapy Licensing Board.

(3) Pass an examination approved by the board to determine the fitness of the applicant for practice as an


(4) Have successfully completed at least two months of supervised field work that complies with rules

adopted by the board.

(5) Comply with continuing education requirements as adopted by the board by rule.

(6) If the applicant has been unlicensed for more than three years, complete a board-approved reentry

program or retake the board-

approved national examination to determine fitness for practice as an occupational therapy assistant.

OR Admin Rules § 339-010-0010

Recognition of Education Programs

(1) Pursuant to ORS 675.240(1), the Board recognizes educational programs for occupational therapists

currently accredited by the Accreditation Council for Occupational Therapy Education (ACOTE), and listed

on Exhibit 1, attached to this rule and incorporated by reference.

(2) Pursuant to ORS 675.250(2), the Board recognizes educational programs for occupational therapy

assistants currently accredited by the Accreditation Council for Occupational Therapy Education (ACOTE),

and listed on Exhibit 1, attached to this rule and incorporated by reference.

Pennsylvania PA Unconsolidated Statutes, 1982, P.L. 502, No. 140

Section 8. Requirements for licensure.


submit a written application on forms provided by the board evidencing and showing to the satisfaction of

the board that he or she:

(1) Is of good moral character.

(2) Has completed the academic requirements of an approved educational program in occupational therapy

recognized by the board with the advice and consultation of recognized national accrediting agencies and

professional organizations including the American Occupational Therapy Association as follows:

(i) For an occupational therapist, a four-year program, or its equivalent as established by the board.

(ii) For an occupational therapy assistant, a two-year program, or its equivalent as established by

the board.

(3) Has successfully completed a period of supervised fieldwork experience at a recognized educational

institute

or a training program approved by the educational institution where the academic requirements met were as

follows:

(i) For an occupational therapist a minimum of six months of supervised fieldwork experience.

(ii) For an occupational therapy assistant, a minimum of two months of supervised fieldwork.

(4) Has passed an examination approved by the board.

PA Code § 42.1.

Definitions.

Equivalent program—A masters or certificate program in occupational therapy approved by the Board.

Puerto Rico P.R. Laws Ann. § 20 L.P.R.A. sec. 1035

Section 5. Application for a license. (English Translation)

All occupational therapist or occupational therapy assistant that interests be granted a license as such to

practice in Puerto Rico must complete the form for this purpose will provide the Board.

Every candidate who applies for a license or occupational therapist occupational therapy assistant must meet

the following requirements:

(1) Be an adult in the case of occupational therapist or 18 years of age or older in the case of


(2) Have resided in Puerto Rico during the six (6) months prior to the request for review, except

occasional departures from the country.

(3) An occupational therapist shall file with the Board a diploma or certificate of graduation and an

official transcript of academic records attesting that the applicant has passed or successfully

completed a program of study at an educational institution recognized by the Council on Higher

Education of Puerto Rico; or an educational institution in the United States or recognized or

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accredited by the appropriate authority abroad and to the satisfaction of the Board of Higher

Education meets the minimum requirements of a study program in occupational therapy.

(4) An occupational therapy assistant shall file with the Board a diploma or certificate of

graduation and an official transcript of academic records certifying that the applicant has passed or

successfully completed a program of studies in occupational therapy assistant, accredited or

recognized by the Council for Higher Education of Puerto Rico; or an educational institution in the

United States or recognized or accredited by the appropriate authority abroad and to the

satisfaction of the Board of Higher Education meets the minimum requirements of a curriculum in


Rhode Island

RI Gen Laws §5-40.1-8

Requirements for licensure. (a) Any applicant seeking licensure as an occupational therapist or occupational therapy assistant in this

state must:

(1) Be at least eighteen (18) years of age;

(2) Be of good moral character;

(3) Have successfully completed the academic requirements of an education program in occupational

therapy accredited by the American Occupational Therapy Association's Accreditation Council for

Occupational Therapy Education or other therapy accrediting agency that may be approved by the board;

(4) Have successfully completed a period of supervised fieldwork experience arranged by the recognized

educational institution where he or she met the academic requirements:

(i) For an occupational therapist, a minimum of twenty-four (24) weeks of supervised fieldwork

experience shall be required;

(ii) For an occupational therapy assistant, a minimum of twelve (12) weeks shall be required;

(5) Have successfully passed the National Certification Examination for Occupational Therapists,

Registered, or National Certification Examination for Occupational Therapy Assistants, of the National

Board for Certification in Occupational Therapy (NBCOT) or other occupational therapy certification

examination as approved by the board.

(b) Application for licensure to practice occupational therapy in this state either by endorsement or by

examination shall be made on forms provided by the division, which shall be completed, notarized, and

submitted to the board thirty (30) days prior to the scheduled date of the board meeting. The application

shall be accompanied by the following documents:

(1) Three (3) affidavits from responsible persons attesting to the applicant's good moral character;

(2) For U.S. citizens: a certified copy of birth record or naturalization papers;

(3) For non-U.S. citizens: documented evidence of alien status, such as immigration papers or resident

alien card or any other verifying papers acceptable to the administrator;

(4) Documented evidence and supporting transcripts of qualifying credentials as prescribed in this section;

(5) One unmounted passport photograph of the applicant (head and shoulder view) approximately 2x3

inches in size;

(6) A statement from the board of occupational therapy in each state in which the applicant has held or

holds licensure, or is otherwise subject to state regulation, to be submitted to the board of this state attesting

to the licensure status of the applicant during the time period the applicant held licensure in that state; and

(7) The results of the written national examination of the National Board for Certification in Occupational

Therapy (NBCOT).

(c) Applicants seeking licensure as occupational therapists or occupational therapy assistants are required to

pass the national written examination of the National Board for Certification in Occupational Therapy

(NBCOT) approved by the board to test the applicant's fitness to engage in the practice of occupational

therapy pursuant to the provisions of this chapter.

(2) The date, time, and place of examinations shall be available from the National Board for Certification

in Occupational Therapy (NBCOT).

(d) In case any applicant fails to satisfactorily pass an examination, the applicant shall be entitled to re-

examination.

(e) Occupational therapists and occupational therapy assistants who are licensed or regulated to practice

under laws of another state or territory or the District of Columbia may, upon receiving a receipt from the

division, perform as an occupational therapist or occupational therapy assistant under the supervision of a

qualified and licensed occupational therapist or occupational therapy assistant. If this applicant fails to

receive licensure when the board reviews the application, all previously mentioned privileges automatically

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cease.

(f) Applicants from foreign occupational therapy schools must meet the requirements of the National Board

for Certification in Occupational Therapy (NBCOT) and present evidence of passage of the National

Certification Examination for Occupational Therapists or the National Certification Examination for

Occupational Therapy Assistants of the NBCOT. Applicants must meet all of the appropriate requirements

for licensure to the satisfaction of the board and in accordance with the statutory and regulatory provisions

of this chapter.

South Carolina SC Code §40-36-230.

Applications for licensure as occupational therapist or assistant; license requirements.

(A) An applicant for licensure as an occupational therapist shall file a written application on forms provided

by the board showing to the satisfaction of the board that the applicant:

(1) has graduated from an occupational therapy educational program approved by ACOTE or other AOTA

endorsed accrediting body for occupational therapy or other educational program which the board considers

to be substantially equivalent;

(2) has completed successfully a minimum of six months of supervised field work experience at an

educational institution approved by the educational institution where the applicant met the academic

requirements;

(3) has passed a board-approved certification exam for the occupational therapist; and

(4) is in good standing with NBCOT or other board-approved certification program.

SC Regulations §94-05.

General Licensing Provisions for Occupational Therapy Assistants.

An applicant for initial licensure as an occupational therapy assistant must:

(1) be a graduate of an occupational therapy assistant program approved by the Board; and

(2) submit an application on a form approved by the Board, along with the required fee; and

(3) pass an examination approved by the Board; and

(4) submit proof satisfactory to the Board that the applicant is in good standing with the National Board for

Certification in Occupational

Therapy (NBCOT) or other Board-approved certification program.

(5) The Board must annually review NBCOT, or other Board-approved program, requirements for initial

certification and certification

renewal

South Dakota SD Codified Laws §36-31-6.

Application for licensure--Requirements.

Any applicant applying for a license as an occupational therapist or as an occupational therapy assistant

shall file a written application provided by the board, showing to the satisfaction of the board that he meets

the following requirements:

(1) Residence: Applicant need not be a resident of this state;

(2) Character: Applicant shall be of good moral character;

(3) Education: Applicant shall present evidence satisfactory to the board of having successfully

completed the academic requirements of an educational program in occupational therapy recognized by the

board:

(a) The occupational therapy educational program shall be accredited by the committee on

allied health education and accreditation/American Medical Association in collaboration with the

American Occupational Therapy Association;

(b) The occupational therapy assistant educational program shall be approved by the American

Occupational Therapy Association.

(4) Experience: Applicant shall submit to the board evidence of having successfully completed a period

of supervised fieldwork experience arranged by the recognized educational institution where he met the

academic requirements or by the nationally recognized professional association:

(a) For an occupational therapist, a minimum of six months of supervised fieldwork experience

is required;

(b) For an occupational therapy assistant, a minimum of two months of supervised fieldwork


(5) Examination: An applicant for licensure as an occupational therapist or as an occupational therapy

assistant shall pass an examination approved by the board upon recommendation by the occupational

84

therapy committee;

Tennessee TN Code §63-13-202.

Applicants for licensure -- Qualifications -- Examinations.

An applicant for licensure as an occupational therapist or as an occupational therapy assistant shall file an

application showing, to the satisfaction of the board of occupational therapy, that the applicant:

(1) Is of good moral character;

(2) Has successfully completed the academic requirements of an educational program accredited by

ACOTE or its predecessor organization. The accredited program shall be a program for occupational

therapists or a program for occupational therapy assistants, depending upon the category of licensure for

which the applicant is applying;

(3) Has successfully completed the period of supervised fieldwork experience required by ACOTE; and

(4) Has made an acceptable score on a written or computerized examination designed to test the

applicant's knowledge of the basic and clinical services related to occupational therapy, occupational

therapy techniques and methods and other subjects that may help to determine an applicant's fitness to

practice. The board of occupational therapy shall approve an examination for occupational therapists and an

examination for occupational therapy assistants and shall establish standards for acceptable performance on

each examination. The board is authorized to use the entry level national examinations prepared and

administered by NBCOT as the examinations used to test applicants for licensure as occupational therapists

or occupational therapy assistants and is authorized to use the standards of NBCOT in determining an

acceptable score on each examination.

TN Rules §1150-02-.01

DEFINITIONS.

(24) Recognized educational program - an educational program in occupational therapy approved by the

Board of Occupational Therapy and accredited by the Accreditation Council of Occupational Therapy

Education in collaboration with the American Occupational Therapy

Association; or alternatively, as the case may be, an educational program for occupational therapy assistants

approved by the Board of Occupational Therapy and the American Occupational Therapy Association.

Texas TX Occupations Code §454.203.

QUALIFICATIONS FOR OCCUPATIONAL THERAPIST OR OCCUPATIONAL THERAPY

ASSISTANT LICENSE.

(a) An applicant for an occupational therapist license or an occupational therapy assistant license must

present evidence satisfactory to the board that the applicant has:

(1) successfully completed the academic requirements of an educational program in occupational

therapy recognized by the board, as provided by §454.204;

(2) successfully completed a period of supervised field work experience arranged by the

recognized educational institution at which the applicant met the academic requirements; and

(3) passed an examination as provided by Section 454.207.

(b) To satisfy the supervised field work experience required by Subsection (a)(2):

(1) an occupational therapist must have completed a period of at least six months; and

(2) an occupational therapy assistant must have completed a period of at least two months.

TX Occupations Code §454.204.

EDUCATIONAL REQUIREMENTS.

To satisfy Section 454.203(a)(1):

(1) an applicant applying for an occupational therapist license must have, from a program approved by the

Accreditation Council for Occupational Therapy Education, its predecessor organization, or another national

credentialing agency approved by the board:

(A) a baccalaureate degree in occupational therapy, if the applicant graduated before January 1,

2007;

(B) a certificate evidencing successful completion of required undergraduate occupational therapy

course work awarded to persons with a baccalaureate degree that is not in occupational therapy, if

the applicant graduated before January 1, 2007; or

(C) a postbaccalaureate degree in occupational therapy; and

(2) an applicant applying for an occupational therapy assistant license must have:

(A) an associate degree in occupational therapy; or

85

(B) an occupational therapy assistant certificate.

TX Admin Code §362.1

Definitions

(38) Accredited Educational Program--An educational institution offering a course of study in occupational

therapy that has been accredited or approved by the Accreditation Council for Occupational Therapy

Education (ACOTE) of the American Occupational Therapy Association.

TX Admin Code §364.1

Requirements for Licensure

(a) All applicants shall:

(1) submit a complete application form or online application with a recent passport-type color photograph

of the applicant;

(2) submit a non-refundable application fee as set by the Executive Council;

(3) submit a successfully completed board jurisprudence examination on the Texas Occupational Therapy

Practice Act and board rules;

(4) have completed an accredited OT/OTA program;

(5) have completed supervised fieldwork experience, a minimum of 6 months for OT and 2 months for

OTA.

(b) If the applicant has not passed the national licensure examination, the applicant must also meet the

requirement in §364.2 of this title (relating to Initial License by Examination).

(c) If the applicant is licensed as an occupational therapist or occupational therapy assistant in another state,

jurisdiction of the U.S., or U.S. military, the applicant must also meet the requirements as stated in §364.4

of this title (relating to Licensure by Endorsement).

(d) For applicants who are active U.S. military service members or U.S. veterans: any military service,

training or education verified and credited by an accredited OT or OTA program is acceptable to the Board.

(1) Applicants will mail or fax a copy of the Uniformed Services Military ID Card.

(2) Applicants who are U.S. active duty Military and their spouses shall receive expedited services from

the Board.

(e) An application for license is valid for one year after the date it is received by the board.

(f) An applicant who submits an application containing false information may be denied a license by the

board.

(g) Should the board reject an application for license, the reasons for the rejection will be communicated in

writing to the applicant. The applicant may submit additional information and

Utah UT Admin Code § 58-42a-302.

Qualifications for licensure.

(1) All applicants for licensure as an occupational therapist shall:

(a) submit an application in a form as prescribed by the division;

(b) pay a fee as determined by the department under Section 63J-1-504;

(c) be of good moral character as it relates the functions and responsibilities of the practice of occupational

therapy;

(d) graduate with a bachelors or graduate degree in occupational therapy from a program accredited by the

Accreditation Council for Occupational Therapy Education; and

(e) be certified by the National Board for Certification in Occupational Therapy as an occupational

therapist registered.

(2) All applicants for licensure as an occupational therapist assistant shall:

(a) submit an application in a form as prescribed by the division;

(b) pay a fee as determined by the department under Section 63J-1-504;

(c) be of good moral character as it relates to the functions and responsibilities of the practice of

occupational therapy;

(d) graduate with a two-year associate degree in occupational therapy from a program accredited by the

Accreditation Council for

Occupational Therapy Education; and

(e) be certified by the National Board for Certification in Occupational Therapy as a certified occupational

therapist assistant.

Vermont VT Stat Title 26, Chap 71, § 3355.

86

Eligibility

(a) To be eligible for licensure as an occupational therapist, an applicant:

(1) shall have successfully completed the academic requirements of an educational program for

occupational therapists accredited by the American Occupational Therapy Association's

Accreditation Council for Occupational Therapy Education (ACOTE) or its predecessor or

successor organizations;

(2) shall have successfully completed a period of supervised fieldwork experience required by the

recognized educational institution where the applicant met the requirements set forth in subdivision

(1) of this subsection; and

(3) shall pass an examination as provided in section 3357 of this title.

(b) To be eligible for licensure as an occupational therapy assistant, an applicant:

(1) shall have successfully completed the academic requirements of an educational program for

occupational therapy assistants

accredited by the American Occupational Therapy Association's Accreditation Council for

Occupational Therapy Education

(ACOTE) or its predecessor or successor organizations;

(2) shall have successfully completed a period of supervised fieldwork experience required by the

recognized educational institution where the applicant met the requirements set forth in subdivision

(1) of this subsection; and

(3) shall pass an examination as provided in section 3357 of this title.

(c) Occupational therapist applicants must complete a minimum of 24 weeks of supervised fieldwork

experience or satisfy any generally-recognized past standards that identified minimum fieldwork

requirements at the time of graduation.

(d) Occupational therapy assistant applicants must complete a minimum of 16 weeks of supervised

fieldwork experience or satisfy any generally-recognized past standards that identified minimum fieldwork

requirements at the time of graduation.

VT Admin Rules for OT 2.4

LICENSURE AS AN OCCUPATIONAL THERAPY ASSISTANT (BY EXAMINATION)

(1) Education: The applicant must have an associate's or higher degree from an educational program for

occupational therapy assistants

which is accredited by the ACOTE, including the required supervised fieldwork.

(2) Examination: The applicant must submit proof of having passed the certification exam approved by the

Director. Information on

applying for and scheduling the exam is available from the Office or the national examining body.

Candidates who fail the exam must

retake the exam and are ineligible to practice until its successful completion.

(3) Application procedure: The instructions for "examination" applicants found on the application form are

followed

Virginia VA Admin Code § 18VAC85-80-35.

Application requirements.

An applicant for licensure shall submit the following on forms provided by the board:

1. A completed application and a fee as prescribed in 18VAC85-80-26.

2. Verification of professional education in occupational therapy as required in 18VAC85-80-40.

3. Verification of practice as required in 18VAC85-80-60 and as specified on the application form.

4. Documentation of passage of the national examination as required in 18VAC85-80-50.

5. If licensed or certified in any other jurisdiction, verification that there has been no disciplinary action

taken or pending in that jurisdiction.

VA Admin Code § 18VAC85-80-40.

Educational requirements.

A. An applicant who has received his professional education in the United States, its possessions or

territories, shall successfully complete all academic and fieldwork requirements of an accredited educational

program as verified by the ACOTE.

B. An applicant who has received his professional education outside the United States, its possessions or

territories, shall successfully complete all academic and clinical fieldwork requirements of a program

87

approved by a member association of the World Federation of Occupational Therapists as verified by the

candidate's occupational therapy program director and as required by the NBCOT and submit proof of

proficiency in the English language by passing the Test of English as a Foreign Language (TOEFL) with a

score acceptable to the board. TOEFL may be waived upon evidence of English proficiency.

C. An applicant who does not meet the educational requirements as prescribed in subsection A or B of this

section but who has received certification by the NBCOT as an occupational therapist or an occupational

therapy assistant shall be eligible for licensure in Virginia and shall provide the board verification of his

education, training and work experience acceptable to the board.

VA Admin Code § 18VAC85-80-50.

Examination requirements.

A. An applicant for licensure to practice as an occupational therapist shall submit evidence to the board that

he has passed the certification examination for an occupational therapist and any other examination required

for initial certification from the NBCOT.

B. An applicant for licensure to practice as an occupational therapy assistant shall submit evidence to the

board that he has passed the certification examination for an occupational therapy assistant and any other

examination required for initial certification from the NBCOT.

Washington

WA Rev Code §18.59.050

Licenses — Application — Requirements — Waiver.

(1) An applicant applying for a license as an occupational therapist or as an occupational therapy assistant

shall file a written application on forms provided by the department showing to the satisfaction of the board

that the applicant meets the requirements specified in this subsection.

(a) The applicant shall be of good moral character.

(b) The applicant shall present evidence satisfactory to the board of having successfully completed the

academic requirements of an educational program in occupational therapy recognized by the board, with

concentration in biological or physical science, psychology, sociology, and with education in selected

manual skills.

(i) For an occupational therapist, such a program shall be nationally accredited and approved by rules

of the board.

(ii) For an occupational therapy assistant, such a program shall be nationally accredited and approved

by rules of the board.

(c) The applicant shall submit to the board evidence of having successfully completed a period of

supervised fieldwork experience at a recognized educational institution or a training program approved by

the educational institution at which the applicant met the academic requirements.

(i) For an occupational therapist, a minimum of six months of supervised fieldwork experience is

required.

(ii) For an occupational therapy assistant, a minimum of two months of supervised fieldwork


(d) An applicant for licensure as an occupational therapist or as an occupational therapy assistant shall

pass an examination as provided in RCW 18.59.060.

(2) The board may waive the educational requirements specified under subsection (1)(b)(ii) of this section

for an occupational therapy assistant who has met the experience and any other requirements established by

the board. Upon successful completion of the examination required of the occupational therapist, the

individual shall be granted a license.

WA Admin Code § 246-847-050

Recognized educational programs—Occupational therapy assistants.

The board recognizes and approves courses of instruction conducted by schools that have obtained approval

of the occupational therapy

assistant associate degree programs and occupational therapy assistant certificate programs from the

American Occupational Therapy

Association's Accreditation Council for Occupational Therapy Education as recognized in the current

Listing of Educational Programs in

Occupational Therapy published by the American Occupational Therapy Association, Inc.

West Virginia WV Code §30-28-10.

Qualifications of applicants for license.

88

To be eligible for a license to engage in the practice of occupational therapy, the applicant must:

(1) Be of good moral character;

(2) Have successfully completed the academic requirements of an educational program for Occupational

Therapists or Occupational Therapy Assistants that is accredited by the American Occupational Therapy

Association's Accreditation Council for Occupational Therapy Education (ACOTE) or its predecessor

organizations;

(3) Have successfully completed a period of supervised fieldwork experience required by the recognized

educational institution where he or she met the academic requirements;

(4) Have passed an examination approved by the board;

(5) Have filed an application on forms provided by the board; and

(6) Have paid the applicable fee.

Wisconsin WI Stat §448.963

Licensure requirements; limited permits.

(1) An applicant for a license granted under this subchapter shall do each of the following:

(a) Submit an application for the license to the department on a form provided by the department.

(b) Pay the fee specified in s. 440.05 (1).

(2) The affiliated credentialing board shall grant a license as an occupational therapist to a person who does

all of the following:

(a) Satisfies the requirements under sub. 1.

(b) Submits evidence satisfactory to the affiliated credentialing board that he or she has done any

of the following:

1. Successfully completed the academic requirements and supervised internship of an

educational program in occupational therapy recognized by the affiliated credentialing

board and accredited by the Accreditation Council for Occupational Therapy Education of

the American Occupational Therapy Association.

2. Received initial certification as an occupational therapist by the National Board for

Certification in Occupational Therapy.

3. Been initially certified as an occupational therapist by the National Board for

Certification in Occupational Therapy, if the affiliated credentialing board determines that

the requirements for the certification are equivalent to the requirements

under subds. 1. and 2.

(c) Passes an examination under s. 448.964.

(3) The affiliated credentialing board shall grant a license as an occupational therapy assistant to a person

who does all of the following:

(a) Satisfies the requirements under sub. (1).

(b) Submits evidence satisfactory to the affiliated credentialing board that he or she has done any

of the following:

1. Successfully completed the academic requirements and supervised internship of an

educational program in

occupational therapy recognized by the affiliated credentialing board and accredited by

the Accreditation Council for

Occupational Therapy Education of the American Occupational Therapy Association.

2. Received initial certification as an occupational therapy assistant by the National Board

for Certification in

Occupational Therapy.

3. Been initially certified as an occupational therapy assistant by the National Board for

Certification in Occupational

Therapy, if the affiliated credentialing board determines that the requirements for the

certification are equivalent to the requirements under subds. 1. and 2.

(c) Passes an examination under s. 448.964.

Wyoming WY Stat § 33-40-106.

Requirements for licensure; continuing education.

(a) An applicant applying for a license as a registered occupational therapist or as a certified occupational

therapy assistant shall file a specified written application showing to the satisfaction of the board that the

applicant:

(i) Has a good reputation for honesty, trustworthiness and competence in all matters relevant to

89

practicing the profession of occupational therapist;

(ii) Has successfully completed the academic requirements in occupational therapy in an approved

program that is accredited by the committee on allied health education and accreditation, American

Medical Association in collaboration with the American Occupational Therapy Association, Inc.

The certified occupational therapy assistant program shall be approved by the American

Occupational Therapy Association, Inc.;

(iii) Has successfully completed supervised fieldwork experience arranged by the recognized

educational institution where the applicant met the academic requirements or by the nationally

recognized professional association. For a registered occupational therapist, a minimum of twenty-

four (24) weeks of supervised fieldwork experience is required. For a certified occupational

therapy assistant, a minimum of eight (8) weeks of supervised fieldwork experience is required;

and

(iv) Has passed an examination as provided in W.S. 33-40-107.

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Attachment6: ACOTE Content Standards

2011 ACOTE Standards

for an Accredited

Educational Programs

for the OTA

2006 ACOTE

Standards for an

Accredited Educational

Programs for the OTA

1998 OTA Standards 1991 Essentials and

Guidelines for an

Accredited Educational

Programs for the OTA CONTENT REQUIREMENTS

FOUNDATIONS

B.1.1 Demonstrate oral and

written communication

skills.

B.1.1 Demonstrate oral and

written communication skills. B.1.a. Oral and written

communication skills

B.1.2 Employ logical

thinking, critical analysis,

problem solving, and

creativity.

B.1.2 Employ logical thinking,

critical analysis, problem solving,

and creativity.

B.1.b. Problem-solving processes.

B.1.3 Demonstrate

competence in basic

computer use, including the

ability to use databases and

search engines to access

information, word

processing for writing, and

presentation software (e.g.,

PowerPoint).

B.1.3. Demonstrate competence

in basic computer use.

B.1.1. Demonstrate knowledge

and understanding of the

structure and function of the

human body to include the

biological and physical

sciences. Course content must

include, but is not limited to,

anatomy, physiology, and

biomechanics.





biological and physical

sciences. Course content must


anatomy, physiology, and

biomechanics.





biological and physical sciences.

B.2.a. Structure and function of

the normal human body.


and understanding of human

development throughout the

lifespan (infants, children,

adolescents, adults, and older

adults). Course content must


developmental psychology.




life span (infants, children,

adolescents, adults, and elderly

persons). Course content must


developmental psychology.




life span.

B.2.b. Sensorimotor, psychosocial

and cognitive development

throughout the life span.



concepts of human behavior to

include the behavioral and

social sciences (e.g., principles

of psychology, sociology,

abnormal psychology) and

occupational science.





social sciences (e.g., principles

of psychology, sociology,

abnormal psychology).





social sciences.

B.2.c. Human behavior in the

context of sociocultural systems.


and appreciation of the role of

sociocultural, socioeconomic,

and diversity factors and

lifestyle choices in

contemporary society (e.g.,

principles of psychology,




and diversity factors and

lifestyle choices in

contemporary society (e.g.,

principles of psychology,




diversity factors, and lifestyle

choices in contemporary

society.

B.1.c. Knowledge and

appreciation of multicultural

factors

91

sociology, and abnormal

psychology).

sociology, and abnormal

psychology).

B.1.5. Articulate the ethical and

practical considerations that

affect the health and wellness

needs of those who are

experiencing or are at risk for

social injustice, occupational

deprivation, and disparity in the

receipt of services.

B.1.8. Articulate the influence

of social conditions and the

ethical context in which

humans choose and engage in

occupations.

B.1.8. Appreciate the influence

of social conditions and the

ethical context in which humans

choose and engage in

occupations.


of global social issues and

prevailing health and welfare

needs of populations with or at

risk for disabilities and chronic

health conditions.


of global social issues and

prevailing health and welfare

needs.

B.2.d. Environmental and

community effects on the

individual.

B.1.7. Articulate the

importance of using statistics,

tests, and measurements for the

purpose of delivering evidence-

based practice


importance of using statistics,

tests, and measurements.

B.1.8. Demonstrate an

understanding of the use of

technology to support

performance, participation,

health and well-being. This

technology may include, but is

not limited to, electronic

documentation systems,

distance communication, virtual

environments, and telehealth

technology.

B.2.f. Conditions commonly

referred to occupational therapy.

BASIC TENETS OF OT B.2.1. Articulate an

understanding of the

importance of the history and

philosophical base of the

profession of occupational

therapy.

B. 2. 1. Articulate an

understanding of the

importance of the history and


profession of occupational

therapy.

B.2.1. Acknowledge and

understand the importance of

the history and philosophical

base of the profession of

occupational therapy.

B.3.a. Foundations, history, and


profession and its personnel.

B.2.2. Be able to differentiate

among occupation, activity, and

purposeful activity.

B.2.2. Describe the meaning

and dynamics of occupation

and activity, including the

interaction of areas of

occupation, performance skills,

performance patterns, activity

demands, context(s) and

environments, and client

factors.

B.2.2. Describe the meaning


and activity, including the

interaction of areas of

occupation, performance skills,


demands, context(s), and client

factors.

B.2.3. Understand the meaning


and purposeful activity

including the interaction of performance areas, performance

components, and performance

contexts.

B.3.b. Occupational therapy

principles which emphasize the

use of purposeful activities and

occupation to enhance role

function.

B.2.3. Articulate to consumers,

potential employers,

colleagues, third-party payers,

regulatory boards,

policymakers, other audiences,

and the general public both the

unique nature of occupation as

viewed by the profession of

B.2.3. Articulate to consumers,

potential employers,

colleagues, third-party payers,

regulatory boards,

policymakers, other audiences,

and the general public both the



B.2.4. Be able to articulate to the

consumer, potential employers,

and the general public the




92

occupational therapy and the

value of occupation support

performance, participation,

health, and well-being.

occupational therapy and the

value of occupation to support

participation in context(s) for

the client.


importance of balancing areas

of occupation with the

achievement of health and

wellness for the clients.


importance of balancing areas

of occupation with the

achievement of health and

wellness.

B.2.5. Acknowledge and

understand the importance of

the balance of performance areas

to the achievement of health and

wellness.

B.2.e. Basic influences

contributing to health.

B.2.5. Explain the role of

occupation in the promotion of

health and the prevention of

disease and disability for the

individual, family, and society.

B.2.5. Explain the role of

occupation in the promotion of

health and the prevention of

disease and disability for the

individual, family, and society.

B.2.6. Understand and

appreciate the role of occupation

in the promotion of health and

the prevention of disease and

disability for the individual,

family, and society.

B.2.6. Understand the effects of

heritable diseases, genetic

conditions, disability, trauma,

and injury to the physical and

mental health and occupational

performance of the individual.

B.2.6. Understand the effects

of physical and mental health,

heritable diseases and

predisposing genetic

conditions, disability, disease

processes, and traumatic injury

to the individual within the

cultural context of family and

society on occupational

performance.

B.2.7. Understand the effects of

health, disability, disease

processes, and traumatic injury

to the individual within the

context of family and society.

B.2.7. Demonstrate task

analysis in areas of occupation,

performance skills,


demands, context(s) and

environments, and client factors

to implement the intervention

plan.

B.2.7. Exhibit the ability to

analyze tasks relative to areas

of occupation, performance

skills, performance patterns,

activity demands, context(s),

and client factors to implement

the intervention plan.

B.2.8. Exhibit the ability to

analyze tasks relative to

performance areas,

performance components, and

performance contexts.

B.2.8. Use sound judgment in

regard to safety of self and

others and adhere to safety

regulations throughout the

occupational therapy process as

appropriate to the setting and

scope of practice.

B.2.8. Use sound judgment in

regard to safety of self and

others, and adhere to safety

regulations throughout the

occupational therapy process.

B.2.9. Express support for the

quality of life, well-being, and

occupation of the individual,

group, or population to promote

physical and mental health and

prevention of injury and disease

considering the context (e.g.,

cultural, personal, temporal,

virtual) and environment.

B.2.9. Express support for the

quality of life, well-being, and

occupation of the individual,

group, or population to

promote physical and mental

health and prevention of injury

and disease considering the

context (e.g., cultural, physical,

social, personal, spiritual,

temporal, virtual).

B.2.9. Demonstrate

appreciation for the

individual's perception of

quality of life, wellbeing, and

occupation to promote health

and prevention of injury and

disease.

B.2.10. Explain the need for

and use of compensatory

strategies when desired life

tasks cannot be performed.

B.2.10. Explain the need for


strategies when desired life

tasks cannot be performed

B.2.10. Understand the need for


strategies when desired life tasks

cannot be performed.

B.2.11. Identify interventions

consistent with models of

occupational performance.

B.2.11. Apply models of

occupational performance and

theories of occupation.

B.2.11. Be familiar with the

theories, models of practice, and

frames of reference that underlie

the practice of occupational

therapy.

OT THEORETICAL PERSPECTIVES

93

B.3.1. Describe basic features

of the theories that underlie the

practice of occupational

therapy.


of the theories that underlie the


therapy.


of models of practice and

frames of reference that are

used in occupational therapy.

B.3.2. Describe models of

practice and frames of

reference that are used in


B.3.3.

B.3.4. Discuss how

occupational therapy history

and occupational therapy

theory, and the sociopolitical

climate influence practice.

B.3.3. Analyze and discuss

how history, theory, and the

sociopolitical climate influence

practice.

B.3.5.

B.3.6.

SCREENS, EVALUATION, AND REFERRAL B.4.1. Gather and share data for

the purpose of screening and

evaluation using methods

including, but not limited to,

specified screening tools;

assessments; skilled

observations; occupational

histories; consultations with

other professionals; and

interviews with the client,

family, and significant others.

B.4.1. Gather and share data

for the purpose of screening

and evaluation including, but

not limited to, specified

screening tools; assessments;

skilled observations;

checklists; histories;

consultations with other

professionals; and interviews

with the client, family, and

significant others.

B.3.1. Gather and share data for

the purpose of screening and

evaluation including, but not

limited to, specified screening

assessments, skilled observation,

check lists, histories, interviews

with the

client/family/significant others,

and consultations with other

professionals.

B.3.d.1.(a) Screening and

assessment of the need for

occupational therapy intervention

based on skilled observation,

histories, and interviews of

patient and families appropriate

to the role of the certified


B.4.2. Administer selected

assessments using appropriate

procedures and protocols

(including standardized

formats) and use occupation for

the purpose of assessment.


assessments using appropriate

procedures and protocols

(including standardized

formats) and use occupation

for the purpose of assessment.


assessments and use

occupation for the purpose of

assessment.

B.3.d.1.(b) Administration of

standardized and nonstandardized

tests and evaluations appropriate

to the role of the certified

occupational therapy assistant

under the direction of the

certified occupational therapist.

B.3.3. Demonstrate the ability

to use safety precautions with

clients during the screening and

evaluation process, such as

standards for infection control

that include, but are not limited

to, universal precautions.

B.4.3.

B.4.4. Gather and share data for

the purpose of evaluating

client(s)’ occupational

performance in activities of

daily living (ADLs),

instrumental activities of daily

living (IADLs), education,

work, play, rest, sleep, leisure,

and social participation.

Evaluation of occupational

performance includes

The occupational

profile, including

participation in activities

that are meaningful and

necessary for the client to

carry out roles in home,

work, and community

B.4.3. Gather and share data

for the purpose of evaluating

client(s)’ occupational


daily living (ADL),


living (IADL), education,

work, play, leisure, and social

participation. Evaluation of

occupational performance

includes

The occupational

profile, including





work, and community

B.3.C. (1) Analysis of activities

of daily living, work, and

play/leisure.

B.3.C. (2) Performance and

teaching of selected life tasks

and activities.

B.3.C. (3) Grading and adapting

purposeful activity (occupation)

for therapeutic intervention.

B.3.D. (1). (c). Use of

assessment results in relation to

performance areas, activities,

and adaptation principles which

are age appropriate.

94

environments.

Client factors,

including values, beliefs,

spirituality, body functions

(e.g., neuromuscular,

sensory and pain, visual,

perceptual, cognitive,

mental) and body

structures (e.g.,

cardiovascular, digestive,

nervous, genitourinary,

integumentary systems).

Performance patterns

(e.g., habits, routines,

rituals, roles).

Context (e.g.,

cultural, personal,

temporal, virtual) and

environment (e.g.,

physical, social).

Performance skills, including

motor and praxis skills,

sensory–perceptual skills,

emotional regulation skills,

cognitive skills, and

communication and social

skills.

environments.

Client factors,

including body functions


sensory, visual,


mental) and body

structures (e.g.,





roles) and behavior

patterns.

Cultural, physical,


temporal, and virtual

contexts and activity

demands that affect

performance.

Performance skills, including

motor (e.g., posture, mobility,

coordination, strength, energy),

process (e.g., energy,

knowledge, temporal

organization, organizing space

and objects, adaptation), and

communication and interaction

skills (e.g., physicality,

information exchange,

relations).

B.4.5. Articulate the role of the


and occupational therapist in

the screening and evaluation

process along with the

importance of and rationale for

supervision and collaborative

work between the occupational

therapy assistant and

occupational therapist in that

process.

B.4.4. Articulate the role of the


and occupational therapist in

the screening and evaluation

process along with the

importance of and rationale for

supervision and collaborative

work between the occupational

therapy assistant and

occupational therapist in that

process.

B.3. (d). 2. (c). Collaboration

with patients, caregivers,

certified occupational therapists

and other professionals.

B.4.6.

B.4.7.

B.4.8.

B.4.9. Identify when to

recommend to the occupational

therapist the need for referring

clients for additional

evaluation.

B.4.5. Identify when to

recommend to the occupational

therapist the need for referring

clients for additional

evaluation.

B.4.10. Document occupational

therapy services to ensure

accountability of service

provision and to meet standards

for reimbursement of services,

adhering to the requirements of

applicable facility, local, state,

federal, and reimbursement

agencies. Documentation must

effectively communicate the

need and rationale for

occupational therapy services.




provision and to meet

standards for reimbursement of

services, adhering to applicable

facility, local, state, federal,

and reimbursement agencies.

Documentation must








for reimbursement of services.

Documentation shall effectively

communicate the need and

rationale for occupational

therapy services.

95

B.3.d. (1). (d) Understanding the

need for and use of

demonstrating service

competencies in screening and

assessment.

B.4.11.

INTERVENTION PLAN B.5.1. Assist with the

development of occupation-

based intervention plans and

strategies (including goals and

methods to achieve them) on

the basis of the stated needs of

the client as well as data

gathered during the evaluation

process in collaboration with

the client and others.

Intervention plans and

strategies must be culturally

relevant, reflective of current

occupational therapy practice,

and based on available

evidence. Interventions address

the following components:

The occupational

profile, including





work, and community

environments.

Client factors,

including values, beliefs,

spirituality, body functions


sensory and pain, visual,


mental) and body

structures (e.g.,


nervous, genitourinary,




rituals, roles).

Context (e.g.,

cultural, personal,

temporal, virtual) and

environment (e.g.,

physical, social).

Performance skills,

including motor and praxis

skills, sensory–perceptual

skills, emotional regulation

skills, cognitive skills, and

communication and social

skills.

B.5.1. Assist with the

development of occupation-

based intervention plans and

strategies (including goals and

methods to achieve them)

based on the stated needs of

the client as well as data

gathered during the evaluation

process in collaboration with

the client and others.

Intervention plans and

strategies must be culturally

relevant, reflective of current

occupational therapy practice,

and based on available

evidence. Interventions address

the following components:

The occupational

profile, including





work, and community

environments.

Client factors,

including body functions


sensory, visual,


mental) and body

structures (e.g.,





roles) and behavior

patterns.

Cultural, physical,


temporal, and virtual

contexts and activity

demands that affect

performance.

Performance skills,

including motor

(e.g., posture, mobility,

coordination, strength,

energy), process (e.g.,

energy, knowledge,

temporal organization,

organizing space and

objects, adaptation), and

communication and

B.4.1. Select, adapt, and

sequence relevant occupations

and purposeful activities that

support the intervention goals

and plan as written by the

occupational therapist. These

occupations and purposeful

activities shall be directly related

to performance areas,

performance components, and

performance contexts. They

shall be meaningful to the

client, maximizing participation

and independence.

B.3.d.2. (a). Participation in

program planning of therapeutic

intervention related to daily

living skills, work, and

play/leisure with their underlying

performance components, e.g.,

sensorimotor, cognitive, and

psychosocial.

B.3.d.2. (b). Contribution to the

formulation of occupational

therapy goals and objectives

based on assessment data.

96

interaction skills (e.g.,

physicality, information

exchange, relations).

B.5.2. Select and provide direct

occupational therapy

interventions and procedures to

enhance safety, health and

wellness, and performance in

ADLs, IADLs, education,

work, play, rest, sleep, leisure,

and social participation.

B.5.2. Select and provide

direct occupational therapy

interventions and procedures to

enhance safety, wellness, and


daily living (ADL),


living (IADL), education,

work, play, leisure, and social

participation.

B.3.(d) .3. (a) Provision of

therapeutic intervention related to

occupational performance areas

to include activities of daily

living, work activities, and

play/leisure.

B.5.3. Provide therapeutic use

of occupation, exercises, and

activities (e.g., occupation-

based intervention, purposeful

activity, preparatory methods).


of occupation and activities

(e.g., occupation-based

activity, practice skills,

preparatory methods).

B.5.4. Implement group

interventions based on

principles of group

development and group

dynamics across the lifespan.

B.5.5. Provide training in self-

care, self-management, health

management and maintenance,

home management, and

community and work

integration.

B.5.4. Provide training in self-

care, self-management, home

management, and community

and work integration.

B.5.6. Provide development,

remediation, and compensation

for physical, mental, cognitive,

perceptual, neuromuscular,

behavioral skills, and sensory

functions (e.g., vision, tactile,

auditory, gustatory, olfactory,

pain, temperature, pressure,

vestibular, proprioception).

B.5.5. Provide development,

remediation, and compensation

for physical, cognitive,

perceptual, sensory (e.g.,

vision, tactile, auditory,

gustatory, olfactory, pain,

temperature, pressure,

vestibular, proprioception),

neuromuscular, and behavioral

skills.

B.5.7. Demonstrate therapeutic

use of self, including

one’s personality, insights,

perceptions, and judgments, as

part of the therapeutic process

in both individual and group

interaction.


of self, including

one’s personality, insights,

perceptions, and judgments as

part of the therapeutic process

in both individual and group

interaction.

B.4.2. Use individual and

group interaction and

therapeutic use of self as a

means of achieving therapeutic

goals.

B.3. (d).3. (b). Use of self and

dyadic and group interaction.

B.5.8. Implement intervention

strategies to remediate and/or

compensate for cognitive

deficits that affect occupational

performance.

B.5.9. Adapt environments

(e.g., home, work, school,

community) and processes,

including the application of

ergonomic principles.

B.5.8. Modify environments

(e.g., home, work, school,

community) and adapt

processes, including the

application of ergonomic

principles.

B.4.3. Adapt the environment,

tools, materials, and

occupations to the needs of

clients and their sociocultural

context.

B.5.10. Articulate principles of

and demonstrate strategies with

assistive technologies and

devices (e.g., electronic aids to

B.5.9. Articulate principles of

and demonstrate strategies

with assistive technologies and

devices (e.g., electronic aids to

B.4.7. Use therapeutic

adaptation with occupations

pertinent to the needs of the

client. This shall include, but not

B.3. (d). 3 (f). Application of therapeutic adaptation for accomplishment of purposeful activities (occupation):

97

daily living, seating and

positioning systems) used to

enhance occupational

performance and foster

participation and well-being.

daily living, seating systems)

used to enhance occupational

performance.

be limited to, family/care

provider training, environmental

and behavioral modifications,

orthotics, prosthetics, assistive

devices, equipment, and other

technologies.

family/caretaker training, environmental adjustments, basic orthotics and prosthetics, assistive devices, equipment, and other technologies.

B.5.11. Provide fabrication,

application, fitting, and training

in orthotic devices used to

enhance occupational

performance and participation,

and training in the use of

prosthetic devices.

B.5.10. Provide fabrication,

application, fitting, and

training in orthotic devices

used to enhance occupational

performance and training in the

use of prosthetic devices.

B.5.12. Provide training in

techniques to enhance

functional mobility, including

physical transfers, wheelchair

management, and mobility

devices.

B.5.11. Provide training in


mobility, including physical

transfers, wheelchair

management, and community

mobility, and participate in

addressing issues related to

driving B.5.13. Provide training in


community mobility, including

public transportation,

community access, and issues

related to driver rehabilitation.

B.5.14. Enable feeding and

eating performance (including

the process of bringing food or

fluids from the plate or cup to

the mouth, the ability to keep

and manipulate food or fluid in

the mouth, and the initiation of

swallowing) and train others in

precautions and techniques

while considering client and

contextual factors.

B.5.12. Enable feeding and

eating performance (including

the process of bringing food or

fluids from the plate or cup to

the mouth, the ability to keep

and manipulate food or fluid in

the mouth, and the initiation of

swallowing) and train others in

precautions and techniques

while considering client and

contextual factors.

B.5.15. Recognize the use of

superficial thermal and

mechanical modalities as a

preparatory measure to improve

occupational performance. On

the basis of the intervention

plan, demonstrate safe and

effective administration of


mechanical modalities to

achieve established goals while

adhering to contraindications

and precautions.

B.5.13. Recognize the use of


mechanical modalities as a

preparatory measure to

improve occupational

performance. Based on the

intervention plan, demonstrate

safe and effective

administration of superficial

thermal and mechanical

modalities to achieve

established goals while

adhering to contraindications

and precautions.

B.5.16.

B.5.17. Promote the use of

appropriate home and

community programming to

support performance in the

client’s natural environment and

participation in all contexts

relevant to the client.

B.5.14. Promote the use of

appropriate home and

community programming to

support performance in the

client’s natural environment and

participation in all contexts

relevant to the client.

B.4.4. Develop and promote

the use of appropriate home

and community programming

to support performance in the

client's natural environment.


understanding of health literacy

and the ability to educate and

train the client, caregiver, and

family and significant others to


to educate the client, caregiver,

family, and significant others

to facilitate skills in areas

of occupation as well as

B.4.5. Demonstrate the ability to

educate and train client/family/

significant others to facilitate

skills in performance areas as

well as prevention, health

98

facilitate skills in areas

of occupation as well as

prevention, health maintenance,

health promotion, and safety.

prevention, health

maintenance, and safety


B.5.19. Use the teaching–

learning process with the client,

family, significant others,

colleagues, other health

providers, and the public.

Collaborate with the

occupational therapist and

learner to identify appropriate

educational methods.

B.5.16. Use the teaching–

learning process with the

client, family, significant

others, colleagues, other health


Collaborate with the

occupational therapist and

learner to identify appropriate

educational methods.

B.4.8. Exhibit the ability to use the teaching-learning processes with client/family/significant others, colleagues, other health providers, and the public. This includes assisting learners to identify their needs and objectives and using educational methods that will support those needs and objectives.

B.5.20. Effectively interact

through written, oral, and

nonverbal communication with

the client, family, significant


providers, and the public in a

professionally acceptable

manner

B.5.17 Effectively interact

through written, oral, and

nonverbal communication with

the client, family, significant


providers, and the public in a

professionally acceptable

manner.


interact through written, oral

and nonverbal communication

with client/family/significant



B.3. (d).3. (e) Demonstration of

e f f e c t i v e written, o ra l ,

a n d no n -verbal

communication with patients

and their families, colleagues,

other health providers, and the

public.

B.5.21. Effectively

communicate and work

interprofessionally with those

who provide services to

individuals and groups in order

to clarify each member’s

responsibility in executing an

intervention plan.

B.5.22. Recognize and

communicate the need to refer

to specialists (both internal and

external to the profession) for

consultation and intervention.

B.5.22. Recognize and

communicate the need to refer

to specialists (both internal and

external to the profession) for

consultation and intervention.


to refer to specialists, internal

and external to the profession,

for consultation and

intervention.

B.5.23. Grade and adapt the

environment, tools, materials,

occupations, and interventions

to reflect the changing needs of

the client and the sociocultural

context.

B.5.18. Grade and adapt the

environment, tools, materials,

occupations, and interventions

to reflect the changing needs of

the client and the sociocultural

context.

B.4.10. Modify intervention

approaches to reflect the

changing needs of the client

B.5.24. Teach compensatory

strategies, such as use of

technology and adaptations to

the environment, that support

performance, participation, and

well-being.

B.5.19. Teach compensatory

strategies, such as use of

technology, adaptations to the

environment, and involvement

of humans and nonhumans in

the completion of tasks.

B.5.25. Demonstrate skills of

collaboration with occupational

therapists and other

professionals on therapeutic

interventions.

B.5.20. Demonstrate skills of

collaboration with

occupational therapists on

therapeutic interventions.

B.3. (d).3. (c) Collaboration with

the certified occupational therapist

on treatment implementation.

B.5.26. Understand when and

how to use the consultative

process with specific

consumers or consumer groups

as directed by an occupational

therapist.

B.5.21. Understand when and

how to use the consultative

process where appropriate with

specific consumers or

consumer groups as directed

by an occupational therapist.

B.5.27. Describe the role of the


B.5.7. Describe the role of the


99

in care coordination, case

management, and transition

services in traditional and

emerging practice

environments.

in care coordination, case

management, and transition

services in traditional and

emerging practice

environments.

B.5.28. Monitor and reassess,

in collaboration with the client,

caregiver, family, and

significant others, the effect of


intervention and the need for

continued or modified

intervention, and communicate

the identified needs to the

occupational therapist.

B.5.23. Monitor and reassess,

in collaboration with the client,

caregiver, family, and

significant others, the effect of


intervention and the need for

continued or modified

intervention, and communicate

the identified needs to the


B.4.12. Monitor and reassess

the effect of occupational

therapy intervention and the

need for continued and/or

modified intervention.

B.3.d.4. Reassessment for effect

of intervention and a

recommendation of a need for

continued and/or changed

treatment.

B.5.29. Facilitate discharge

planning by reviewing the

needs of the client, caregiver,

family, and significant others;

available resources; and

discharge environment, and

identify those needs to the

occupational therapist, client,

and others involved in

discharge planning. This

process includes, but is not

limited to, identification of

community, human, and fiscal

resources; recommendations for

environmental adaptations; and

home programming.


planning by reviewing the

needs of the client, caregiver,

family, and significant others;

resources; and discharge

environment, and identify

those needs to the occupational

therapist, client, and others

involved in discharge planning.

This includes, but is not

limited to, identification of

community, human, and fiscal

resources; recommendations

for environmental adaptations;

and home programming.


planning by reviewing the needs

of client/ family/significant

others, resources, and discharge

environment. This includes, but

is not limited to, identification

of community, human, and

fiscal resources,

recommendations for

environmental adaptations, and

home programming.

B.5.30. Under the direction of

an administrator, manager, or

occupational therapist, collect,

organize, and report on data for

evaluation of client outcomes.

B.5.25. Under the direction of

an administrator, manager, or

occupational therapist, collect,

organize, and report on data for

evaluation of practice

outcomes.

B.5.31. Recommend to the

occupational therapist the need

for termination of occupational

therapy services when stated

outcomes have been achieved

or it has been determined that

they cannot be achieved. Assist

with developing a summary of

occupational therapy outcomes,

recommendations, and

referrals.

B.5.26. Recommend to the

occupational therapist the need

for termination of occupational


outcomes have been achieved

or it has been determined that

they cannot be achieved. Assist

with developing a summary of


outcomes, recommendations,

and referrals.

B.4.14. Recommend the need for

termination of occupational


outcomes have been achieved.

This includes a summary of

occupational therapy outcomes,

appropriate recommendations

and referrals, and discussion

with the client of post-discharge

needs.

B.3.d.5. Program termination

including assisting in

summarizing occupational

therapy outcomes and

contributing recommendations to

maximize treatment gains.






Documentation must



occupational therapy services

and must be appropriate to the

context in which the service is

delivered.

B.5.27. Document


to ensure accountability of

service provision and to meet

standards for reimbursement of

services. Documentation must




and must be appropriate to the

context in which the service is

delivered.






Documentation shall effectively

communicate the need and

rationale for occupational

therapy services and must be

appropriate to the system in

which the service is delivered

B.3. (e). Documentation of


that addresses principles of

record keeping ensuring

accountability in occupational

therapy service provision and

adequate documentation for the

reimbursement of services.


use safety precautions with the

100

client during therapeutic

intervention, such as

contraindications and use of

infection control standards that

include, but are not limited to,

universal precautions.

B.5.33.

CONTEXT AND SERVICE DELIVERY B.6.1. Describe the contexts of

health care, education,

community, and social systems

as they relate to the practice of


B.6.1. Describe the contexts of


community, and social models

or systems as they relate to the


therapy.

B.5.1. Understand the models of


community, and social systems

as they relate to the practice of


B.3. (d).3. (d). Fostering of

prevention, health


programs that are age

appropriate for daily living

activities, work, and

play/leisure.

B.6.2. Identify the potential

impact of current policy issues

and the social, economic,

political, geographic, or

demographic factors on the


therapy.

B.6.2. Identify potential

impacts of social, economic,

political, geographic, or

demographic factors on the


therapy.

B.6.3.

B.6.4. Identify the role and

responsibility of the practitioner

to advocate for changes in

service delivery policies, to

effect changes in the system,

and to recognize opportunities

in emerging practice areas.

B.6.3. Identify the role and

responsibility of the

practitioner to address changes

in service delivery policies, to

effect changes in the system,

and to recognize opportunities

in emerging practice areas.

B.5.2. Understand the role and

responsibility of the practitioner

to address changes in service

delivery policies and to effect

changes in the system.

B.6.5.

B.6.6.

LEADERSHIP AND MANAGEMENT B.7.1. Identify how the various

practice settings (e.g., medical

institutions, community

practice, school systems) affect

the delivery of occupational

therapy services.

B.6.1. Understand a variety of

systems and service models,



community, and social models,

and how these models may

effect service provision

B.3. (f). (1). Departmental

operations: scheduling, record

keeping, safety/ maintenance of

supplies and equipment.

B.7.1. Identify the impact of

contextual factors on the

management and delivery of


B.7.2. Identify the impact of

contextual factors on the

management and delivery of


B.7.2. Identify the systems and

structures that create federal

and state legislation and

regulations and their

implications and effects on

practice.

B.7.3. Identify the systems and

structures that create federal

and state legislation and

regulation and their

implications and effects on

practice.

B.6.2. Understand the

implications and effects of

federal and state regulatory and

legislative bodies on practice.


of applicable national

requirements for credentialing

and requirements for licensure,

certification, or registration

under state laws.


of applicable national

requirements for credentialing

and requirements for licensure,

certification, or registration

under state laws.


of applicable national and state

requirements for credentialing.

B.3. (f). (6). Applicable national

and state credentialing

requirements.


of various reimbursement

systems (e.g., federal, state,

third party, private payer) and


of various reimbursement

systems (e.g., federal, state,

third-party, private-payer) and


of and ability to comply with the

various reimbursement

mechanisms that affect the

B.3.e. Documentation of occupational therapy services that addresses principles of record keeping ensuring

101

documentation requirements

that affect the practice of


documentation requirements

that affect the practice of


practice of occupational therapy,


federal and state reimbursement

practices and third party and

private payers.

accountability in occupational therapy service provision and adequate documentation for the reimbursement of services. B.3. (f). (5). Compliance with regulations and reimbursement requirements.

B.7.6. Identify the

mechanisms, systems, and

techniques needed to properly

maintain, organize, and

prioritize workloads and

intervention settings including

inventories.

B.6.5. Advocate for the

profession and the consumer

and demonstrate an under

standing of the due process and

appeals systems when

reimbursement is not approved

for occupational therapy

services.

B.6.6. Use principles of time

management, including being

able to schedule and prioritize

workloads.

B.6.7. Maintain and organize

treatment areas, equipment, and

supply inventory.

B.6.8. Maintain records as

required by practice setting,

third-party payers, and

regulatory agencies.


to participate in the

development, marketing, and

management of service delivery

options.


to participate in the

development, marketing, and

management of service

delivery options.

B.7.6. Participate in the

documentation of ongoing

processes for quality

improvement and implement

program changes as needed to

ensure quality of services.

B.7.8. Participate in the

documentation of ongoing

processes for quality

improvement and implement

program changes as needed to

ensure quality of services.

B.6.9. Demonstrate program

evaluation using predetermined

criteria.

B.3. (f). (4). Data collection for

quality assurance.

B.7.7. Identify strategies for

effective, competency-based

legal and ethical supervision of

nonprofessional personnel.


effective, competency-based

legal and ethical supervision of

non–professional personnel

B.7.8. Describe the ongoing

professional responsibility for

providing fieldwork education

and the criteria for becoming a

fieldwork educator.

B.7.10. Describe the ongoing



and the criteria for becoming a

fieldwork educator.

B.6.10. Understand the ongoing



and supervision.

B.3. (f). (1). Personnel training

and supervision.

B.3.g. Direction of activity

programs.

(1) Assessment of individual

needs, functional skills,

and interests. (2) Planning and

implementation of group

and individual programs

to promote health,

function, and quality of

life.

(3) Management of activity

service.

B.7.9.

B.7.10

B.7.11.

102

B.7.12.

SCHOLARSHIP B.8.1. Articulate the

importance of how scholarly

activities and literature

contribute to the development

of the profession.


importance of professional

research and literature and the

continued development of the

profession.



literature for practice and the

continued development of the

profession.

B.8.2. Effectively locate and

understand information,

including the quality of the

source of information.

B.7.3. Know when and how to

find and use informational

resources, including appropriate

literature within and outside of


B.8.3. Use professional

literature to make evidence-

based practice decisions in

collaboration with the


B.8.2. Use professional

literature to make evidence-

based practice decisions in

collaboration with the

occupational therapist that are

supported by research.

B.7.2. Be able to use professional

literature to make informed

practice decisions, in cooperation

with the occupational therapist

B.8.3. Identify the skills

necessary to follow a research

protocol including accurate

and confidential collection of

data and related

documentation.

B.8.4.

B.8.5.

B.8.6.

B.8.7. Identify how scholarly

activities can be used to

evaluate professional practice,

service delivery, and/or

professional issues (e.g.,

Scholarship of Integration,

Scholarship of Application,

Scholarship of Teaching and

Learning).

B. 8.8. Demonstrate the skills

to read and understand a

scholarly report.

B.8.9

B.8.10

PROFESSIONAL ETHICS, VALUES, AND RESPONSIBILITIES B.9.1. Demonstrate knowledge


American Occupational

Therapy Association (AOTA)

Occupational Therapy Code of

Ethics and Ethics Standards

and AOTA Standards of

Practice and use them as a

guide for ethical decision

making in professional

interactions, client

interventions, and employment

settings.

B.9.1. Demonstrate a

knowledge and understanding

of the American Occupational

Therapy Association (AOTA)

Occupational Therapy Code of

Ethics, Core Values and

Attitudes of Occupational

Therapy Practice, and AOTA

Standards of Practice and use

them as a guide for ethical

decision making in

professional interactions, client

interventions, and employment

settings.

B.8.1. Demonstrate a

knowledge and understanding

of the AOTA Code of Ethics,

Core Values and Attitudes of

Occupational Therapy, and

AOTA Standards of Practice as a

guide for professional

interactions and in client

treatment and employment

settings

B.3. (h). (1). The profession's

standards and ethics.

B.9.2. Explain and give

examples of how the role of a

professional is enhanced by

knowledge of and involvement

B.9.2. Explain and give

examples of how the role of a

professional is enhanced by

knowledge of and involvement

B.8.2. Understand the

functions and influence of

national, state, and local


B.3. (f). (2). Supervisory

requirements: facility, state and

national requirements for the

profession.

103

in international, national, state,

and local occupational therapy

associations and related

professional associations.

in international, national, state,

and local occupational therapy

associations and related


associations and other related


B.9.3. Promote occupational

therapy by educating other

professionals, service

providers, consumers, third-

party payers, regulatory bodies,

and the public.



professionals, service

providers, consumers, and the

public.



professionals, consumers, third-

party payers, and the public.

B.3. (h). (4). Participation in the

promotion of occupational therapy

through involvement in

professional organizations,

governmental bodies, and human

service organizations.

B.9.4. Discuss strategies for

ongoing professional

development to ensure that

practice is consistent with

current and accepted standards.

B.9.4. Discuss strategies for

ongoing professional

development to ensure that

practice is consistent with

current and accepted standards.

B.8.4. Acknowledge the

personal responsibility for

planning ongoing professional

development to ensure a level of

practice consistent with current

and accepted standards.

B.3. (h). (2). Individual

responsibility for continued

learning.

B.9.5. Identify professional

responsibilities related to

liability issues under current

models of service provision



liability issues under current

models of service provision.


understanding of professional


liability concerns under current

models of service provision.

B.9.6. Identify personal and

professional abilities and

competencies as they relate to

job responsibilities.

B.9.6. Identify personal and


competencies as they relate to

job responsibilities.

B.8.6. Develop an

understanding of personal and


competencies as they relate to job

responsibilities.

B.9.7. Identify and appreciate

the varied roles of the


as a practitioner, educator, and

research assistant.

B.9.7. Identify and appreciate

the varied roles of the


as a practitioner, educator, and

research assistant.

B.8.7. Understand and

appreciate the varied roles of

the occupational therapy

assistant as a practitioner and

educator

B.3. (h). (5). Understanding of the

importance of and the role of the

occupational therapy assistant in

occupational therapy research,

publication, program evaluation,

and documentation of services.

B.9.8. Identify and explain the

need for supervisory roles,

responsibilities, and

collaborative professional

relationships between the

occupational therapist and the


B.9.8. Identify and explain the

need for supervisory roles,

responsibilities, and

collaborative professional









B.3. (h). (3). Interdisciplinary and

supervisory relationships within

the administrative hierarchy.


responsibilities and issues when

providing service on a

contractual basis.


responsibilities and issues

when providing service on a

contractual basis

B.8.9. Understand professional

responsibilities when service

provision is on a contractual

basis in the current system.


analyzing issues and making

decisions to resolve personal

and organizational ethical

conflicts.


analyzing issues and making

decisions to resolve personal

and organizational ethical

conflicts.


understanding of approaches to

use in resolving personal and

organizational ethical conflicts.

B.9.11. Identify the variety of

informal and formal systems

for resolving ethics disputes

that have jurisdiction over

occupational therapy practice.

B.9.11. Identify the variety of

informal and formal ethical

dispute–resolution systems that

have jurisdiction over



understanding of the variety of

informal and formal ethical

dispute resolution systems that

have jurisdiction over


B.9.12. Identify strategies to

assist the consumer in gaining

access to occupational therapy

services.

B.9.12. Identify strategies to

assist the consumer in gaining

access to occupational therapy

services.

B.8.12. Be able to assist the

consumer in gaining access to


104

B.9.13. Demonstrate

professional advocacy by

participating in organizations or

agencies promoting the

profession (e.g., AOTA, state


associations, advocacy

organizations).

B.9.13. Demonstrate

professional advocacy by

participating in organizations

or agencies promoting the

profession (e.g., American

Occupational Therapy

Association, state occupational

therapy associations, advocacy

organizations).


of advocacy for the benefit of the

consumer and the profession.

FIELDWORK EDUCATION C.1.1. Ensure that the fieldwork

program reflects the sequence

and scope of content in the

curriculum design in

collaboration with faculty so

that fieldwork experiences

strengthen the ties between

didactic and fieldwork

education.

B.9.4. Conduct fieldwork in settings equipped to provide application of principles learned in the academic program and appropriate to the learning needs of the student.

B.9.5. Require that all aspects of

the fieldwork program be

consistent with the curriculum

design of the program.

B.4.a. (3). Fieldwork _ shall be

conducted in set t ings

equipped to p r o v i d e clinical

application of principles

learned in the curriculum and

appropriate to the learning needs

of the student.

C.1.2. Document the criteria

and process for selecting

fieldwork sites, to include

maintaining memoranda of

understanding, complying with

all site requirements,

maintaining site objectives and

site data, and communicating

this information to students.

B.10.1. Document the criteria

and process for selecting

fieldwork sites. Ensure that the

fieldwork program reflects the

sequence, depth, focus, and

scope of content in the

curriculum design.

C.1.3. Demonstrate that

academic and fieldwork

educators collaborate in

establishing fieldwork

objectives and communicate

with the student and fieldwork

educator about progress and

performance during fieldwork.

B.10.2. Ensure that the

academic fieldwork

coordinator and faculty

collaborate to design fieldwork

experiences that strengthen the

ties between didactic and

fieldwork education.

B.9.1. Document a plan to

ensure collaboration between


representatives. The plan shall

include agreed upon fieldwork

objectives that are documented

and made known to the

student.

B.4.1. (a). Collaboratively

developed by the academic and

fieldwork program representative

to prepare students for practice

and the fieldwork program that

provides the practice setting.

B.4.1. (b) Documented.

B.4.1. (c) Known to the student.

B.4.a. (4). Evidence shall be

provided that communication

has occurred between

academic and fieldwork education

in planning for this dimension of

the program.

B.4.c (3). Learning objectives will

support development of entry-level

competency.

C.1.4. Ensure that the ratio of

fieldwork educators to students

enables proper supervision and

the ability to provide frequent

assessment of student progress

in achieving stated fieldwork

objectives.

B.10.3. Provide fieldwork

education in settings that are

equipped to meet the

curriculum goals, provide

educational experiences

applicable to the academic

program, and have fieldwork

educators who are able to

effectively meet the learning

needs of the students.

B. 9.2. Ensure that the ratio

of fieldwork educators to

student(s) enables proper

supervision and frequent

assessment of the progress in

achieving stated field work

objectives.

B.4.a. (2). The ratio of

fieldwork educators to students

shall be such as to ensure

proper supervision and frequent

assessment in achieving

fieldwork objectives.

105


academic fieldwork

coordinator is responsible for

advocating the development of

links between the fieldwork

and didactic aspects of the

curriculum, for communicating

about the curriculum to

fieldwork educators, and for

maintaining memoranda of

understanding and site data

related to fieldwork

placements.

B.10.5. Demonstrate that


educators collaborate in

establishing fieldwork

objectives, identifying site

requirements, and

communicating with the

student and fieldwork educator

about progress and

performance during fieldwork.

B.10.6. Document a policy and

procedure for complying with

fieldwork site health

requirements and maintaining

student health records in a

secure setting.

B.10.7. Ensure that the ratio of

fieldwork educators to

student(s) enables proper

supervision and the ability to

provide frequent assessment of

student progress in achieving

stated fieldwork objectives.

C.1.5. Ensure that fieldwork

agreements are sufficient in

scope and number to allow

completion of graduation

requirements in a timely

manner in accordance with the

policy adopted by the program

as required by Standard A.4.14.

B.10.8. Ensure that fieldwork

agreements are sufficient in

scope and number to allow



manner in accordance with the

policy adopted by the program.

B.9.3. Ensure "that fieldwork

agreements shall be sufficient

in scope and number to allow



manner in accordance with

the policy adopted by the

program.

B.4.c. (2). Fieldwork experience

shall be provided with various

groups across the life span,

various psychosocial and

physical performance deficits,

and various service delivery

models reflective of current

practice in the profession.

C.1.6. The program must have

evidence of valid memoranda

of understanding in effect and

signed by both parties at the

time the student is completing

the Level I or Level II

fieldwork experience.

(Electronic memoranda of

understanding and signatures

are acceptable.)

Responsibilities of the

sponsoring institution(s) and

each fieldwork site must be

clearly documented in the

memorandum of understanding.

B.10.9. For programs in which

the academic and fieldwork

components of the curriculum

are provided by two or more

institutions, responsibilities of

each sponsoring institution and

fieldwork site must be clearly

documented in a memorandum

of understanding. For active

Level I and Level II fieldwork

sites, programs must have

current memoranda of

understanding that are signed

by both parties. (Electronic

memoranda of understanding

106

and signatures are acceptable.)

B.10.10. Documentation must

be provided that each

memorandum of understanding

between institutions and active

fieldwork sites is reviewed at

least every 5 years by both

parties. Programs must provide

documentation that both

parties have reviewed the

memoranda of understanding.

C.1.7. Ensure that at least one

fieldwork experience (either

Level I or Level II) has as its

focus psychological and social

factors that influence

engagement in occupation.

C.1.8. Ensure that Level I

fieldwork is integral to the

program’s curriculum design

and include experiences

designed to enrich didactic

coursework through directed

observation and participation in

selected aspects of the


B.10.11. Ensure that Level I

fieldwork is integral to the

program’s curriculum design

and include experiences

designed to enrich didactic

coursework through directed

observation and participation

in selected aspects of the


C.1.9. Ensure that qualified

personnel supervise Level I

fieldwork. Examples may


currently licensed or otherwise

regulated occupational

therapists and occupational

therapy assistants,

psychologists, physician

assistants, teachers, social

workers, nurses, and physical

therapists.

B.10.12. Ensure that qualified

personnel supervise Level I

fieldwork. Examples may


currently licensed or

credentialed occupational

therapists and occupational

therapy assistants,

psychologists, physician

assistants, teachers, social

workers, nurses, and physical

therapists.

B.4.a. (2). Level I Fieldwork

shall be supervised by qualified

personnel including but not

limited to certified occupational

therapists, certified occupational

therapy assistants, teachers,

social workers, nurses, physical

therapists, etc

C.1.10. Document all Level I

fieldwork experiences that are

provided to students, including

mechanisms for formal

evaluation of student

performance. Ensure that Level

I fieldwork is not substituted

for any part of Level II

fieldwork.

B.10.13. Document all Level I


provided to students, including

mechanisms for formal

evaluation of student

performance. Ensure that Level

I fieldwork is not substituted

for any part of Level II

fieldwork.

B.9.6. Ensure that Level I

fieldwork shall not be

substituted for any part of Level

II

Fieldwork

B.9.7. Document all Level I


provided to students.

B.9.8. Document mechanisms

for formal evaluation of

student performance on

Level I fieldwork.

B.4.b. (1). Level I Fieldwork shall

not substitute for any part of

Level II Fieldwork.

C.1.11. Ensure that the

fieldwork experience is

designed to promote clinical

reasoning appropriate to the


role, to transmit the values and

beliefs that enable ethical

practice, and to develop

professionalism and


fieldwork experience is

designed to promote clinical

reasoning appropriate to the


role, to transmit the values and

beliefs that enable ethical

practice, and to develop

professionalism and

107

competence in career

responsibilities.

competence in career

responsibilities.

C.1.12. Provide Level II

fieldwork in traditional and/or

emerging settings, consistent

with the curriculum design. In

all settings, psychosocial

factors influencing engagement

in occupation must be

understood and integrated for

the development of client-

centered, meaningful,

occupation-based outcomes.

The student can complete Level

II fieldwork in a minimum of

one setting if it is reflective

of more than one practice area,

or in a maximum of three

different settings.

B.10.15. Provide Level II

fieldwork in traditional and/or

emerging settings, consistent

with the curriculum design. In

all settings, psychosocial

factors influencing engagement

in occupation must be

understood and integrated for

the development of client-

centered, meaningful,

occupation-based outcomes.

The student can complete

Level II fieldwork in a

minimum of one setting if it is

reflective of more than one

practice area, or in a maximum

of three different settings.

B.9.9. Recognize that Level II

fieldwork can take place in a

variety of traditional settings and

emerging areas of practice. The

student can complete Level II

field work in a minimum of one

setting and maximum of three

different settings

C.1.13. Require a minimum of

16 weeks’ full-time Level II

fieldwork. This may be

completed on a part-time basis,

as defined by the fieldwork

placement in accordance with

the fieldwork placement’s usual

and customary personnel

policies, as long as it is at least

50% of an FTE at that site.

B.10.16. Require a minimum

of 16 weeks’ full-time Level II

fieldwork. This may be

completed on a part-time basis

as defined by the fieldwork

placement in accordance with

the fieldwork placement’s

usual and customary personnel

policies as long as it is at least

50% of a full-time equivalent

at that site.

B.9.10. Require a minimum of the

equivalent of 16 weeks full-time

Level II fieldwork. This may be

completed on a full-time or part-

time basis, but may not be less

than half-time as defined by the

fieldwork site.

B.4.c. (1). A minimum of twelve

weeks of Level II Fieldwork shall

be required

C.1.14. Ensure that the student

is supervised by a currently

licensed or otherwise regulated

occupational therapist or


(under the supervision of an

occupational therapist) who has

a minimum of 1 year full-time

(or its equivalent) of practice

experience subsequent to initial

certification and who is

adequately prepared to serve as

a fieldwork educator. The

supervising therapist may be

engaged by the fieldwork site

or by the educational program.


student is supervised by a

currently licensed or

credentialed occupational

therapist or occupational

therapy assistant who has a

minimum of 1 year of practice

experience subsequent to

initial certification, and is

adequately prepared to serve as

a fieldwork educator. The

supervising therapist may be

engaged by the fieldwork site

or by the educational program.

B.9.11. Ensure that the student

shall be supervised by an


practitioner, who meets state regulations and has a minimum

of one year of practice

experience, subsequent to the

requisite initial certification. The

supervisor may be engaged by

the fieldwork site or by the

educational program.

B.4.c. (4). Level II Fieldwork

shall be supervised by a

certified occupational therapist

or a certified occupational

therapy assistant with a

minimum of one year

experience in a practice setting.

C.1.15. Document a mechanism

for evaluating the effectiveness

of supervision (e.g., student

evaluation of fieldwork) and for

providing resources for

enhancing supervision

(e.g., materials on supervisory

skills, continuing education

opportunities, articles on theory

and practice).

B.10.18. Document a

mechanism for evaluating the

effectiveness of supervision

(e.g., student evaluation of

fieldwork) and for providing

resources for enhancing

supervision (e.g., materials on

supervisory skills, continuing

education opportunities,

articles on theory and

practice).

C.1.16. Ensure that supervision

provides protection of

consumers and opportunities

for appropriate role modeling

of occupational therapy

B.10.19. Ensure that

supervision provides protection

of consumers and opportunities

for appropriate role modeling


B.9.12. Ensure that supervision

provides protection of

consumers and opportunities for

appropriate role modeling of


108

practice. Initially, supervision

should be direct and then

decrease to less direct

supervision as appropriate for

the setting, the severity of the

client’s condition, and the

ability of the student.

practice. Initially, supervision

should be direct and then

decrease to less direct

supervision as is appropriate

for the setting, the severity of

the client’s condition, and the

ability of the student.

Initially, supervision should be

direct, then decrease to less

direct supervision as is

appropriate for the setting, the

severity of the client's condition,

and the ability of the student.

C.1.17. Ensure that supervision

provided in a setting where no


exist includes a documented

plan for provision of


services and supervision by a

currently licensed or otherwise

regulated occupational therapist

or occupational therapy

assistant (under the direction of

an occupational therapist) with

at least 3 years’ full-time or its

equivalent of professional

experience. Supervision must

include a minimum of 8 hours

of direct supervision each week

of the fieldwork experience. An

occupational therapy supervisor

must be available, via a variety

of contact measures, to the

student during all working

hours. An on-site supervisor

designee of another profession

must be assigned while the


is off site.

B.10.20. Ensure that

supervision provided in a

setting where no occupational

therapy services exist includes

a documented plan for

provision of occupational

therapy assistant services and

supervision by a currently

licensed or credentialed

occupational therapist or an


(under the direction of an

occupational therapist) with at

least 3 years of professional

experience. Supervision must

include a minimum of 8 hours

per week. Supervision must be

initially direct and then may be

decreased to less

direct supervision as is

appropriate for the setting, the

client’s needs, and the ability

of the student. An occupational

therapy supervisor must be

available, via a variety of

contact measures, to the

student during all working

hours. An on-site supervisor

designee of another profession

must be assigned while the


supervisor is off site.

B.9.13. In a setting where there

is no occupational therapy

practitioner on site, the program

must document that there is a

plan for the provision of


On-site supervision must be

provided in accordance with the

plan and state credentialing

requirements. The student must

receive a minimum of six hours


supervision per week, including

direct observation of client

interaction. Additionally, the


must be readily available for

communication and consultation

during work hours. Such

fieldwork shall not exceed 8

weeks.

C.1.18. Document mechanisms

for requiring formal evaluation

of student performance on

Level II fieldwork (e.g., the

AOTA Fieldwork Performance

Evaluation for the


Assistant Student or

equivalent).

B.10.21. Document

mechanisms for requiring

formal evaluation of student

performance on Level II

fieldwork (e.g., the American


Association Fieldwork

Performance Evaluation for

the Occupational Therapy

Assistant Student or

equivalent).

C.1.19. Ensure that students

attending Level II fieldwork

outside the United States are

supervised by an occupational

therapist who graduated from a

program approved by the

World Federation of

Occupational Therapists and

has 1 year of experience in

practice

B.10.22. Ensure that students

attending Level II fieldwork

outside the United States are

supervised by an occupational

therapist who graduated from a

program approved by the

World Federation of

Occupational Therapists and

has 1 year of experience in

practice. Such fieldwork must

not exceed 8 weeks.

B.4.c. (5). To ensure continuity of

109

application of academic concepts,

all fieldwork shall be completed

within 18 months following

completion of academic

preparation.

Documents

Date: September 26, 2014 To: Speaker, Representative …/media/Corporate/Files/EducationCareers/Accredit/2OTAEntryLevel...2 SUMMARY OF PROCESS AND KEY FINDINGS: The committee met frequently