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• OTA SIG Burnout among Occupational Therapy Assistants

  • When
    30 Apr 2026
  •  
    6:30 PM - 7:30 PM
  • Location
    Zoom

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  Date and Time: Thursday, April 30 @ 6:30PM

  Chairperson(s): Lisa Boyajian, OTA, MS, COTA, CPRP

  Kylie Brenneman, OTA, COTA

  Location: Zoom - to be sent out day before the event

  Title: Burnout among Occupational Therapy Assistants

  
  

  Learning Objectives:

  1. Identify at least three common signs and contributing factors of burnout among occupational therapy assistants, including workplace and individual risk factors.

  2. Examine the impact of burnout on occupational therapy practice, including effects on job satisfaction, quality of care, and workforce retention.

  3. Apply at least two evidence-based strategies to reduce burnout risk, including approaches that support professional engagement, work–life balance, and supportive work environments.

  Bio/Focus: Burnout among occupational therapy assistants (OTAs) is a concern within the healthcare workforce. Burnout is characterized by emotional exhaustion, depersonalization, decreased motivation, and reduced personal accomplishment. This often results from chronic workplace stressors (American Occupational Therapy Association [AOTA], 2024).

  Occupational therapy assistants experience similar job demands of other healthcare workers, including high productivity expectations, emotional labor, and role ambiguity, which contribute to an increased risk of burnout.

  Recent studies indicate that burnout is prevalent among occupational therapy practitioners and is associated with negative outcomes such as decreased job satisfaction, increased turnover, and reduced quality of care

  (Dopp et al., 2022; Khan et al., 2023).

  Factors that contribute to burnout among occupational therapy assistants include excessive workload, limited autonomy, insufficient organizational support, budgetary restraints, and challenges related to work–life balance.

  Evidence suggests that workplace characteristics such as long hours, high job demands, and low perceived value are positively associated with burnout. Evidence also suggests that strategies such as engagement, professional identity, and supportive environments are protective factors in reducing burn out risk. (Khan et al., 2023). Additionally, research on occupational therapy students highlights that poor life balance and elevated stress levels may begin during training, potentially predisposing individuals to burnout early in their careers (Edwards et al., 2021).

  References:

  American Occupational Therapy Association. (2024). Burnout among occupational therapy practitioners. OT Practice.

  https://www.aota.org/publications/ot-practice/ot-practice-issues/2024/research-update-burnout-among-occupational-therapy-practitioners

  Dopp, A. L., Brown, L. M., & Stewart, K. E. (2022). Burnout and work engagement among occupational therapy practitioners: A systematic review.

  American Journal of Occupational Therapy, 76(2), 7602205130.

  https://doi.org/10.5014/ajot.2022.048123

  Edwards, H., Dirette, D., & Shehan, C. (2021). Life balance, stress, and burnout in occupational therapy assistant students. Journal of Occupational Therapy Education 5(3). https://doi.org/10.26681/jote.2021.050307

  Khan, A., Hussain, R., & Malik, A. (2023). Prevalence and predictors of burnout among rehabilitation professionals: A cross-sectional study. BMC Health Services Research, 23, 1187.

  https://doi.org/10.1186/s12913-023-10234-5

  This event will be closed at 4 p.m. the day before the event. Please register by April 29, 2026.

  MAOT is not responsible for maintaining records for contact hours.

  
  

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• Older Adult SIG- Establishing a Memory Café in a Local Senior Center: An Occupational Therapy Approach- May 12, 2026

  • When
    12 May 2026
  •  
    6:30 PM - 7:30 PM
  • Location
    Zoom

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  Date and Time: Tuesday, May 12th 6:30-7:30pm

  Chairperson(s): Laurie Cecchi, OT

  Location: Zoom - link to be sent out day before the event

  Title: Establishing a Memory Café in a Local Senior Center: An Occupational Therapy Approach

  
  

  Speaker: Laurie Cecchi, OT

  Learning Objectives: By the end of this presentation, participants will be able to:

  1. Describe the role of occupational therapy in designing and facilitating a Memory Café program for individuals with dementia and their caregivers.

  2. Identify key steps in establishing a Memory Café, including community needs assessment, program planning, and partnership development.

  3. Develop strategies for implementing sustainable, occupation-based activities that promote engagement, social participation, and well-being.

  
  

  Bio/Focus: Laurie Cecchi, OT, OTR, CDCS (Certified Dementia Care Specialist) is a highly respected dementia specialist with 35 years of experience in clinical practice. With a strong passion for improving the quality of life for individuals affected by dementia, Laurie has dedicated her career to advancing knowledge, care practices, and policy changes in this critical area. Laurie is currently a full-time professor at Springfield Technical Community College in the Occupational Therapy Assistant program. Prior to her employment at STCC, she worked for more than a decade on the national clinical practice team for Genesis Rehab Services, serving as the Massachusetts dementia consultant for more than 20facilities throughout the state. Laurie has been a featured speaker at both national and state conferences where she has shared insights on aging in place with individuals living with dementia, effective therapeutic approaches, and early identification. Laurie is currently the Chair of the Council on Aging in Agawam, Massachusetts and volunteers monthly in the following programs that she has established: Caregivers Connect, which meets monthly, a support group for caregivers of people living with dementia, Reading Room Book Club, established almost 2 years ago that meets the monthly, and leads the Cherished Memories Café one time per month, a memory café for people living with dementia and their caregivers.

  
  

  References:

  1. American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). 

  2. Alzheimer’s Association. (2023). Dementia care practice recommendations. 

  3. Greenwood, N., & Smith, R. (2016). The experiences of people with dementia in Memory Cafés: A qualitative study. Aging & Mental Health,20(12), 1244–1251. 

  
  

  This event will be closed day before event. Please register by 4:00PM on 05/11/2026.

  **New Certificate & Contact Hour Retrieval Policy**

  MAOT issues certificates to eligible attendees following each event. It is the responsibility of the attendee to retain their certificate upon receipt. If you did not receive your certificate or have misplaced it, you may request a reissue by contacting MAOT at info@maot.org within 3 months of the event at no cost.

  Requests submitted after three 3 months from the event date will incur a $10 processing fee per certificate. 

  
  

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• Pediatric SIG - Anxiety-Informed Behavior Supports- May 20, 2026

  • When
    20 May 2026
  •  
    7:00 PM - 8:30 PM
  • Location
    Zoom

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  Date and Time: May 20, 2026, 7-8:30 pm

  Chairpersons: Jocelynn B. Wallach, OT, MS, OTR, Esther Bertrand OT, MS, OTR

  Location: Zoom - to be sent out the day before the event

  Title: Anxiety-Informed Behavior Supports

  
  

  Learning Objectives: By the end of this session, participants will be able to:

  1. Describe the relationship between anxiety and working memory.

  2. Identify the three factors typically overlooked in behavior supports.

  3. Describe why traditional breaks might not be effective for students with anxietyor trauma history.

  4. Enumerate 1-2 strategies for reducing negative thinking toward writing.

  Bio: Jessica Minahan, PhD, BCBA, is a licensed and board-certified behavior analyst, special educator, and best-selling author. With over 17 years of experience partnering with school systems globally, she is a recognized expert at the intersection of behavior, mental health, and learning. Dr. Minahan specializes in supporting students with trauma histories, anxiety-related challenges, and oppositional behaviors. An acclaimed international speaker and consultant, she is noted for translating complex mental health and behavioral concepts into actionable strategies for educational organizations. She is the author of The Behavior Code Companion (2014) and co-author of The Behavior Code (2012). Learn more at www.jessicaminahan.com.

  References:

  Frolek Clark, G., & Polichino, J. (2020). School Occupational Therapy: Staying Focused on Participation and Educational Performance. Journal of Occupational Therapy, Schools, & Early Intervention, 14(1), 19–26. https://doi.org/10.1080/19411243.2020.1776187

  Minahan, J. (2014) The Behavior Code Companion Strategies, Tools, and Interventionsfor Supporting Students with Anxiety-Related or Oppositional Behaviors. HarvardEducation Press, Cambridge, MA

  Minahan, J., & Rappaport, N, MD., (2013) The Behavior Code A Practical Guide toUnderstanding and Teaching the Most Challenging Students

  
  

  This event will be closed day before event. Please register by 4:00PM on 05/19/2026.

  Please keep this copy for your own records and keep with your certificate.  MAOT is not responsible for maintaining records for contact hours.

  
  

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