{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T00:18:50Z","timestamp":1790554730046,"version":"4.1.0"},"reference-count":13,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2021,1,25]],"date-time":"2021-01-25T00:00:00Z","timestamp":1611532800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["American Journal of Occupational Therapy"],"published-print":{"date-parts":[[2021,3]]},"abstract":"<jats:p>\n                    <jats:bold>Importance:<\/jats:bold>\n                    Missing from the recent literature is information about specific categories of assistive technology (AT) education provided in entry-level occupational therapy curricula.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Objective:<\/jats:bold>\n                    To examine occupational therapists\u2019 perceptions of the AT education received in occupational therapy entry-level programs, specifically the AT categories in which therapists received training.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Design:<\/jats:bold>\n                    Quantitative survey study with Likert-scale, multiple-choice, or ordinal ranking-scale questions and three open-response questions. Format was a web-based Qualtrics survey tool; participants had approximately 2 mo to respond.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Participants:<\/jats:bold>\n                    Occupational therapists certified as Assistive Technology Professionals (ATPs) were recruited through the Rehabilitation and Engineering Society of North America email database (response rate of 21%;\n                    <jats:italic toggle=\"yes\">N<\/jats:italic>\n                    = 148).\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Outcomes and Measures:<\/jats:bold>\n                    Outcomes may contribute to determining what categories of AT are missing from occupational therapy entry-level curricula and what further education is needed to develop competency.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Results:<\/jats:bold>\n                    Occupational therapists with ATP certification did not perceive their entry-level curricula as having adequately prepared them in the AT categories of technology for learning disabilities (67%), computer access (57%), augmentative and alternative communication (57%), and accessible transportation (52%).\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>Conclusions and Relevance:<\/jats:bold>\n                    This study supports the need for occupational therapy entry-level programs to reexamine the categories and amount of AT training they currently provide. Future research with a larger and more generalized sample could provide more detailed evidence of which AT categories should be provided.\n                  <\/jats:p>\n                  <jats:p>\n                    <jats:bold>What This Article Adds:<\/jats:bold>\n                    This article provides evidence that to use AT in intervention, entry-level occupational therapists require increased training in specific AT categories.\n                  <\/jats:p>","DOI":"10.5014\/ajot.2021.041541","type":"journal-article","created":{"date-parts":[[2021,2,12]],"date-time":"2021-02-12T14:31:03Z","timestamp":1613140263000},"page":"305-313","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":12,"title":["Perceptions of Assistive Technology Education From Occupational Therapists Certified as Assistive Technology Professionals"],"prefix":"10.1177","volume":"75","author":[{"given":"Karen M.","family":"Dishman","sequence":"first","affiliation":[{"name":"Karen M. Dishman, OTD, OTR, ATP, is Interim Chair, Occupational Therapy Assistant Program, and Assistant Professor, Occupational Therapy Department, University of Southern Indiana, Evansville;"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Julie","family":"Duckart","sequence":"additional","affiliation":[{"name":"Julie Duckart, PhD, OTR\/L, is Associate Professor, Department of Occupational Science and Occupational Therapy, Eastern Kentucky University, Richmond."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Leslie J.","family":"Hardman","sequence":"additional","affiliation":[{"name":"Leslie J. Hardman, OTD, OTR\/L, is Associate Professor, Department of Occupational Science and Occupational Therapy, Eastern Kentucky University, Richmond."}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2021,1,25]]},"reference":[{"key":"e_1_3_1_2_1","volume-title":"Categorical data analysis","author":"Agresti A. 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