Poster Panel #1

FRIDAY, OCTOBER 16, 2026

1:00 PM – 2:00 PM

Course Description

This session is designed to move beyond the traditional poster walk and foster a dynamic, interactive dialogue among peers. Each panel brings together 4-6 occupational therapy professionals—including students, practitioners, educators, and researchers—who are exploring complementary topics within our field.

This is not a series of isolated lectures. Instead, our panelists will share the highlights of their work, followed by a facilitated discussion that connects the dots between their diverse projects.

Our moderator will synthesize the presentations to identify common themes, challenges, and breakthroughs. The moderator will guide the panelists and audience participants through a conversation about how the work presented intersects. This is your opportunity to see how different areas of practice connect to solve shared problems or advance the profession.

OOTA’s vision for these panels is to facilitate a rich exchange of ideas. Our goal is for you to leave not just with a summary of specific research, but with a broader understanding of how these studies influence one another and how we, as a collective, can drive the profession forward. We encourage you to listen for the connections between presentations and come ready to participate in the final Q&A. We invite you to bring your questions, insights, and experiences to the floor to continue the conversation.

Posters and Authors

The Role of Mentorship in the AquOTic Program: I Do, We Do, You Do – Jewel Crasta, PhD, OTR/L; Erika Kemp, OTD, OTR/L, BCP, FAOTA; Madeline Zarger, MSOT, OTR/L

Mapping Goals from the AquOTic Trial to the Occupational Therapy Practice Framework – Isabella Sansone, OTD, OTR/L

Amplifying Documentation Procedures Among Student Instructors in the AquOTic Program – Jewel Crasta, PhD, OTR/L; Erika Kemp, OTD, OTR/L, BCP, FAOTA; Kailynn Davis, S/OT; Nathan Guertler, S/OT

Erika Kemp is a board certified pediatric occupational therapist with expertise in sensory integration, feeding and aquatics. She has a bachelor’s degree in occupational therapy from Ohio State, a post-professional master’s from Boston University and post-professional doctorate from Indiana University. Erika worked in school, community and medical pediatric settings before moving into academia. She has worked in both OTA and OT academic programs as a fieldwork coordinator, capstone coordinator and now serves as the interim program director of the OTD program at The Ohio State University. Her primary professional area of interest is supporting students and educators in the use of evidence-based practice as well as innovative ways to push occupational therapy into the community. She has an active line of research looking at how aquatic therapy increases participation in daily life and prevents drowning for children with disabilities.

Jewel Crasta is an associate professor in the Occupational Therapy Division in the School of Health and Rehabilitation Sciences at The Ohio State University. Dr. Crasta’s research focuses on examining brain-behavior relationships of attention and sensory processing in individuals on the autism spectrum.

Nathan Guertler is a Research Assistant in the AquOTic Lab. He is from Salt Lake City UT is a 2nd year OTD student at The Ohio State University. Nathan loves working with kids and is passionate about helping them improve their physical and cognitive function. He believes kids do best with supportive child-led interventions where they are guided to explore their full capability. Nathan joined AquOTic because water safety and competency are invaluable skills that children can take with them throughout their lives.

Kailynn Davis is a Research Assistant in the AquOTic Lab. She is from Pleasantville, OH and is a 2nd year OTD student at The Ohio State University. She is passionate in working with the pediatric population and providing a safe, supportive, and empowering environment. Kailynn joined the AquOTic Lab because she has always loved being in the water, which drove her passion to help others learn water safety and swim skills.

Content Level

Introductory: This level assumes the audience has little or no information regarding the content area.

Intermediate: This level assumes the audience has general familiarity with the literature and professional practice. The focus of the presentation is on increased understanding and application by the participants.

Practice Areas

Children and Youth; Emerging Practice Area; Fieldwork and Academics/Education; Health and Wellness; Rehabilitation