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training needs should be identified. Because inclusion is an ongoing process, the occupational therapy practitioner’s final recommendation would be to encourage the museum to create a plan for ongoing assessment and reassessment, based on the evolving needs of the museum visitors and staff. Thus, developing an occupational profile for an organization is an ongoing process. n References 1. American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd ed.). American Journal of Occupational Therapy, 62, 625–683. 2. American Occupational Therapy Association. (2009). Occupational therapy’s commitment to nondiscrimination and inclusion. American Journal of Occupational Therapy, 63, 819–820. 3. Tokar, S. M. (2003). Keeping all visitors in mind: Universal design at the Museum of Science [Electronic Version]. Exhibitionist, Spring, 31–34. Retrieved May 5, 2011, from http://nameaam.org/resources/exhibitionist/back-issuesand-online-archive 4. Blamires, M. (1999). Universal design for learning: Re-establishing differentiation as part of the inclusion agenda? Support for Learning, 14, 158–163. Ellen S. Cohn, ScD, OTR/L, FAOTA, is a clinical professor at Boston University–College of Health and Rehabilitation Sciences. She is a member of AOTA’s Commission on Practice. Autism: A Comprehensive Occupational Therapy Approach, 3rd Edition By Heather Miller Kuhaneck, MS, OTR/L, FAOTA, and Renee Watling, PhD, OTR/L Order #1213B AOTA Members: $69 Nonmembers: $98 To order, call 877-404-AOTA or shop online at http://store.aota.org/ view/?SKU=1213B BK-228 ELECTRONIC MULTITASKING continued from page 7 technology-support department and unblocked during lunch. At the receptionist workstation, Maria was allowed to access all of the electronic media, but two strategies were put into place. One, a timer on the screen indicated how long Maria’s computer was on the Internet and would chime at 5 minutes, thus alerting her to return to receptionist tasks. This was very effective as Maria had reported simply “losing track of time” while surfing. An electronic sign-in for customers gave a consistent record of arrivals and departures and allowed Maria to use electronic media to remind her of the customers’ names and their business at the company. Two, to decrease Maria’s time during breaks, lunch, and in the bathroom due to typing personal e-mails, Tweets, and Facebook postings, the Dragon Dictate Naturally Speaking application (app) was downloaded onto her smart phone. This app allowed Maria to dictate her messages, which were then converted to text. With a one-tap selection, she could send her messages to her friends via e-mail, Twitter, or Facebook. Thus, she was now more available for nonvirtual conversations in hallways. In sum, the work analysis demonstrated that Maria was attempting to multitask using electronic media at work, but these routines led to ineffective use of time, distractions, and loss of sequential task completion. Strategies to decrease the electronic distractions and use of an electronic tool to more efficiently conduct personal communications allowed for Maria to meet both outcome goals. CONCLUSIONS The literature indicates that electronic multitasking is pervasive in young adults but may represent a shifting in cognitive skills (exacerbated by technology) rather than a change in actual functional routine. This cognitive shifting may lead to a decrease in efficient work production in all people, in particular those who may already have difficulties with attention, focus, and cognitive shifting. The occupational therapist’s knowledge and skills in activity analysis, performance skills, and performance patterns within contexts can provide an excellent resource for people and organizations to analyze and modify the work domain to identify and decrease the possible problems of what is typically labeled as electronic multitasking. n References 1. Gemmill, E., & Peterson, M. (2006). Technology use among college students: Implications for student affairs professionals. NASPA Journal, 43, 280–300. 2. American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd. ed.). American Journal of Occupational Therapy, 62, 625–683. 3. Veen, W., & Vrakking, B. (2006). Homo zappiens. Growing up in a digital age. London: Network Continuum Education. 4. Wallis, C. (2006, March 27). genM: The multitasking generation. Time Magazine. Retrieved May 5, 2011, from http://www.time.com/time/magazine/article/0,9171,1174696,00.html 5. Kirschner, P. A., & Karpinski, A. C. (2010). Facebook and academic performance. Computers in Human Behavior, 26, 1237–1245. 6. Ellis, Y., Daniels, B., & Jauregui, A. (2010). The effect of multitasking on the grade performance of business students. Research in Higher Education Journal, 8, 1–10. 7. Foerde, K., Knowlton, B. J., & Poldrack, R. A. (2006). Modulation of competing memory systems by distraction. Proceedings of the Natural Academy of Sciences of the United States of America, 103, 11778–11783. 8. Borst, J. P., Taatgen, N. A., & van Rijn, H. (2010). The problem state: A cognitive bottleneck in multitasking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 363–382. 9. Monsell, S. (2003). Task switching. Trends in Cognitive Sciences, 7, 134–140. 10. Yeung, N., Nystrom, J. E., Aronson, J. A., & Cohen, J. D. (2006). Between-task competition and cognitive control in task switching. The Journal of Neuroscience, 26, 1429–1438. 11. Henry J. Kaiser Family Foundation. (2010, January). Report: Generation M2: Media in the lives of 8- to 18-year-olds. Retrieved February 28, 2011, from http://www.kff.org/entmedia/8010. cfm 12. Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the Natural Academy of Sciences of the United States of America, 106, 15583–15587. 13. Sun, D., Chen, Z., Ma, N., Zhang, X., Fu, X., & Zhang, D. (2009). Decision-making and prepotent response inhibition functions in excessive internet users. CNS Spectrums, 14(2), 75–81. Kimberly Hartmann, PhD, OTR/L, FAOTA, is an associate professor and chair of the Department of Occupational Therapy at Quinnipiac University, in Hamden, Connecticut. Barbara Nadeau, MA, OTR/L, CBIST, is an academic fieldwork coordinator at the Department of Occupational Therapy at Quinnipiac University. Martha Sanders, PhD, OTR/L, is an associate professor of the Department of Occupational Therapy at Quinnipiac University. 24 JUNE 20, 2011 • WWW.AOTA.ORG
BACKGROUND ILLUSTRATION © WILLIAm CRAIG / ISTOCKPHOTO.COm Flex-Time or Part-Time Jobs— Do They Exist? http://otconnections.aota.org/forums/t/10322.aspx benjalo posted on 16 May 2011 7:16 PM I’m a prospective student researching OT and OTA programs and the job market. I have four children— two still rather young. Other than the obvious advantage of a school OT position, are there other opportunities for OTs and OTAs to work part-time in other settings? Jaclyn Tarloff replied on 17 May 2011 1:42 AM You will find home health to be a lot more flexible than a hospital, where hours are pretty standard 7-4 or 8-5 shifts. Hospitals, do, however, hire a number of part-time therapists if you want consistent hours a few days a week. There are also a lot of new moms in the OT profession, and, therefore, you will find a ton of OTs work part-time. meredith replied on 19 May 2011 5:07 AM There are a lot more jobs out there than you will find advertised. Find a few places that you would love to work. Research them. Volunteer for them. Talk with the co-workers. Find out what they wish they could have. Offer to fill that need. Where I work, you will hardly ever find an advertised position. People often get a job right out of school, are hired here from their fieldwork, and stay until retirement. You can often create your own position by finding out the need, word of mouth, and then presenting yourself to the powers that be as the person to fill that need. Joanne Bosse de Melgosa replied on 19 May 2011 6:50 PM Home health and PRN work are great for flexibility; however, be careful that you have a mentor who can guide you during your first 1 to 2 working years. Some larger OT departments have PRN work where you can learn from other OTs, and some are willing to hire part-time therapists. A lot of facilities offer weekend work, which is more flexible also. Look at the job benefits and how it fits your lifestyle rather than how much a job pays. You will be better off. For more of this discussion and to view other posts, go to www.OTConnections.org. New user? Click on “User’s Guide” in the upper right hand corner of the Web page. OT PRACTICE • JUNE 20, 2011 s O ciA l M ediA sPOTligHT www.aota.org/twitter AOTAInc: Study shows obesity rising in adults with arthritis http://ow.ly/52Kqo New fact sheet: OT’s role in managing arthritis http://ow.ly/52Kuf 25 May AOTAIncPR: Summer vacation is almost here. Let kids play! There are benefits. Learn more, http:// ow.ly/526vZ #kids #children #recreation 24 May dailyskills: #occupationaltherapy as a mind map– very cool idea http://www.otstudent.info/ 21 May AOTAInc: Students who receive Occupational Therapy services are exhibiting art work produced during their therapy (OT) sessions! http://ow.ly/4Yv5g 20 May AOTAInc: NPR Interviewed OT Sarina Piergrossi for “Setting goals, rehabilitating, after brain injury” story listen (19:23 min mark) http://ow.ly/4YlEM 19 May AOTAInc: Adding magic to medicine? Kevin is a magician & assistant professor in OT who teaches how to spruce rehabilitation efforts http://ow.ly/4Qvvf 9 May Find us on Facebook www.aota.org/facebook American Occupational Therapy Association: iPads help kids with disabilities bridge gap... Are you using them in therapy? What apps? iPads are becoming a successful therapeutic tool for children with disabilities. http://awe.sm/5LKEM (video). 27 May 10:09 AM Rebecca Griggs, Jennifer Schmitt Mehring, Carol Smith and 51 others like this. Edie Cypcar Klinger: I am a home health OT and there are some free vision screening apps out there. I use my iPad to screen some of my patients for vision difficulty/processing deficits. 27 May 11:12 AM Journal of Visual Impairment & Blindness (JVIB): [With the] iPad individuals can download and read JVIB on it whether they can see or not. Sighted people like that JVIB on the iPad looks just like the print version, blind people like that the built-in voiceover application seamlessly reads JVIB aloud to them. 27 May 12:12 PM you’ll also find AOTA on www.aota.org/youtube 25
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