The future of occupational therapy is now. At Pitt, we’re creating agents of change by immersing students in a wealth of innovative theories and approaches. Renowned faculty contribute breakthrough research that becomes best practices, while expanded clinical experiences challenge OTs to take their skills to the next level.
Choose from the best OT programs in the country. Whether you are seeking an entry level program that results in an OTD or a practicing clinician who is looking for advanced knowledge and proficiencies, Pitt OT programs will prepare you for a leadership role in a field that is constantly changing.
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Our Mission
The Department of Occupational Therapy’s mission is to:
Educate entry-level professional students to practice evidenced-based occupational therapy in a variety of healthcare, community, and educational settings; manage occupational therapy service delivery; and contribute to the profession through service and participation in research;
Provide customized courses of study for post-professional students (masters and doctoral), designed to meet their individual learning needs and to enhance their ability to assume leadership roles in practice, education, research, program development, and program evaluation;
Provide continuing education for practicing therapists to facilitate their continued competence;
Plan and engage in research to advance occupational therapy (and rehabilitation) practice and education; and
Serve the University and public and professional communities through participation in University and community service and professional associations.
Our Vision
The University of Pittsburgh Department of Occupational Therapy will be nationally and internationally recognized as a leader in occupational therapy education, a pioneer in occupational therapy research, and a partner in regional practice and development.
Our History
1982 – The Department of Occupational Therapy and the program in occupational therapy (BS) were established in the School of Health Related Professions.
1985 – The entry-level baccalaureate curriculum was accredited by the Council for Allied Health Education and Accreditation (CAHEA), American Medical Association.The program in occupational therapy graduated its first students with a BS degree.
1990 – The entry-level baccalaureate curriculum was re-accredited by CAHEA.
1992 – The post-professional master’s program (MS) with an emphasis in occupational therapy was established in the School of Health and Rehabilitation Sciences (formerly titled the School of Health Related Professions).
1993 – The first students from the MS program with an emphasis in occupational therapy graduated.
1997 – The entry-level baccalaureate curriculum was re-accredited by the Accreditation Council for Occupational Therapy Education (ACOTE), American Occupational Therapy Association (AOTA).
1999 – The Department of Occupational Therapy began participating in the interdisciplinary doctoral program in rehabilitation science (PhD).
2000 – The entry-level master’s in occupational therapy (MOT) program was established and accredited by the ACOTE. The Beta Tau Chapter of Pi Theta Epsilon was established at the University of Pittsburgh.
2002 – The program in occupational therapy graduated its first students with an MOT degree.
2003 – The first student from the Department of Occupational Therapy graduated with a PhD degree.
2005 – The MOT program was re-accredited by ACOTE for a period of 10 years from academic year 2004/2005 to 2014/2015.
2012 – The MOT program was ranked 6th in the nation by U.S. News & World Report’s “Best Grad Schools” list.
2014 – The Doctor of Clinical Science (CScD) with an emphasis in occupational therapy was approved as a post-professional degree.
2015 – The MOT program was re-accredited by ACOTE for a period of 10 years from academic year 2014/2015 to 2024/2025.
2016 – The MOT program was ranked 4th in the nation by U.S. News & World Report’s “Best Grad Schools” list. The first students graduated from the CScD with an emphasis in occupational therapy program. The Doctor of Occupational Therapy program was approved and the OTD was established as a degree type at the University of Pittsburgh.
2017 – The Department of Occupational Therapy celebrates 35 years of excellence.
2018 – The post-professional Master of Science (MS) Program in Occupational Therapy was established in the School of Health and Rehabilitation Sciences.
2019 – The OTD program was accredited by ACOTE.
2020 – The OTD program was ranked 3rd in the nation by U.S. News & World Report’s “Best Grad Schools” list. The Department of Occupational Therapy graduated its first students with an OTD degree.
2023 – The Department of Occupational Therapy celebrates 40 years of excellence.
2024 – The OTD program was ranked 1st* in the nation by U.S. News & World Report’s “Best Grad Schools” list. *Tied for 1st place ranking.
2025 – The OTD program was ranked 3rd* in the nation by U.S. News & World Report’s “Best Grad Schools” list. *Tied for 3rd place ranking.
Minimum of 2 years and 4 months (28 months) to complete.
Program Start:
Fall start (August)
Spring start (January)
Application Closes:
Fall 2025 term: August 15, 2025 Spring 2026 term: December 15, 2025
Scholarships
The department does not have student assistant positions available. However, the program does inform students of employment opportunities they can pursue. Additionally, the program provides students with a list of financial resources – mainly scholarships external to the University – they can choose to pursue. Most scholarship eligibility requirements include matriculation into an OT program or having completed the first year of a program.
The following is a list of external scholarships or financial resources that have been identified by the Department of Occupational Therapy. The program encourages qualified students to consider applying for funds.
Please keep in mind that this list is not exhaustive, students may qualify for individual funds not listed. The program provide this list as a student service. If there is an organization not listed that would be recommended, please send the information to OTPitt@shrs.pitt.edu.
Research
The University of Pittsburgh has leading occupational therapy researchers looking for answers to guide occupational therapy practice. To achieve our goal to explore and test occupational therapy interventions, we have partnered with experts in many diverse fields: bioengineering, psychiatry, cardiology and gerontology to name a few. Our nationally recognized research laboratories have received Federal, Foundation and University funding.
If you are interested in learning more about research in occupational therapy, please contact us at otpitt@shrs.pitt.edu.
Research Areas
Pediatrics – rare disease (early onset pediatric disorders); early oral motor and feeding difficulties; intellectual and developmental delay; family impact and quality of life, Pediatric health promotion, novel approaches to parent-training, intervention development
Measurement – (quantitative and qualitative through focus groups and personal interviews) – clinic-based motor assessments; community-based outcomes; social participation and engagement; quality of life (child-proxy, parent)
Frailty, Physical Activity (older adults), Aging in Place, Goal Attainment Scaling, Examining factors that influence independent living for older adults who are at-risk for disability, older adults with mood and cognitive changes as well as caregivers of older adults who are themselves vulnerable to poor health and disability
Musculoskeletal disorders of the upper extremity, arthritis, ergonomics, particularly office ergonomics and dental ergonomics, computer use related to physical set up of the computer workstation, large dataset analysis and epidemiology
Hand rehabilitation
Complex intervention development to address cognitive impairments, mood disorders, disability
Occupational therapy students participate in many community service activities that benefit people of all ages and promote awareness of occupational therapy and its powerful impact on society.
Pittsburgh Symphony’s Heroes and Inspirations Sensory Friendly Concert:
Support for families of individuals with diverse sensory and cognitive abilities to participate in this community event (see video below).
Other examples of community service activities include:
Rebuilding Homes (Rebuilding Together) – previewed homes and made recommendations for home repairs for low-income homeowners in Allegheny County.
Car Safety (CarFit) – promoted the occupation of driving by hosting multiple CarFit events in Allegheny, Westmoreland and Erie counties to ensure a safe “fit” between drivers and their environment (i.e., their car).
Career Days (Investing Now; Health Career Scholars Academy: Assistive Technology) – introduced occupational therapy to middle and high school students through hands-on health and science learning programs.
Museum Redesign (Carnegie Museum) – redesigned the children’s exhibit areas to increase opportunities for interactive learning.
Kids Night Out (The Children’s Institute) – provided fun outings for children with special needs and their siblings, plus respite time for their parents.
Arthritis Walk (Arthritis Foundation) – raised funds and promoted awareness about arthritis.
OT Colloquium
Spring Colloquium
The Department of Occupational Therapy hosted the 2025 Pitt OT Spring Colloquium as a virtual event on April 29, 2025, where discuss current issues and the newest occupational therapy research, education and theory to create the best occupational therapy practice for the future were discussed. The Colloquium opened with a welcome address from Associate Professor and Chair Juleen Rodakowski followed by the recognition of the 2025 Pitt Occupational Therapy award recipients. The Joan C. Rogers Distinguished Lecture was presented by Michelle Woodbury, Professor at the Medical University of South Carolina. The event concluded with capstone presentations from our post-professional Doctor of Clinical Science in Occupational Therapy (CScD) and our entry-level Doctor of Occupational Therapy (OTD) students.
This event is open to Pitt OT students, alumni, fieldwork supervisors, educators, practitioners, community partners and friends of Pitt OT.
Schedule of Events
3:00 – 3:30 p.m. Welcome and Awards 3:30 – 4:30 p.m. The Joan C. Rogers Distinguished Lecture 4:30 – 5:00 p.m. CScD Capstone Presentation 5:00 – 6:00 p.m. OTD Capstone Poster Session
Welcome Address from the Chair and Awards Recognition Ceremony
For supporting the University of Pittsburgh Department of Occupational Therapy in research, education and service.
Award of Appreciation – Elizabeth Gilbert
For supporting the University of Pittsburgh Department of Occupational Therapy in research, education and service
Excellence in Clinical/Community Education Award – Danielle Hall
For demonstrating dedication to high-quality education of occupational therapy students in Level I Fieldwork
Excellence in Clinical/Community Education Award – Stacey Mlodzianowski
For demonstrating excellence in occupational therapy practice, management, advocacy, and education in Level II fieldwork
Alumni Award of Excellence – Sarah McKendry
For demonstrating the distinct value of occupational therapy in service and leadership
Joan C. Rogers Distinguished Lecture
Michelle Woodbury, PhD OTR/L is an experienced clinician, having had a 12+ year career as a front-line neurorehabilitation occupational therapist prior to obtaining her Rehabilitation Science PhD degree. She provided in- and outpatient neurorehabilitation services within a large rehabilitation network where she had extensive opportunities to hear first-hand, the lived experience of stroke, brain injury and spinal cord injury clients and their caregivers.
Her research and teaching are deeply motivated by this career experience. Her rehabilitation research, continuously funded for 15+ years by NIH, VA, PCORI and/or the Duke Endowment, has focused on establishing innovative rehabilitation strategies to enable neuro-survivors to re-engage in meaningful life activities. She was amongst the first to utilize keyform mapping for stroke rehabilitation and is currently leading several Telerehabilitation studies testing innovative models that combine keyform mapping with strategy training approaches.
Fun fact: Dr. Woodbury is also an 8-time volunteer puppy raiser for Canine Companions.
From Assessment to Action: Keyform Mapping and Strategy Training in Stroke Telerehabilitation
Keyform mapping is growing in popularity as a way to improve and personalize the interpretation of Occupational Therapy assessment scores. When made available to a stroke survivor, a keyform map not only describes the survivor’s skill set in a user-friendly way but also points to behaviors/activities at the survivor’s “just right” level of challenge. In a stroke telerehabilitation setting, we have shown how keyform mapping combined with cognitive strategy training enables stroke survivors to better understand their own skills, drive their own at-home rehabilitation program, and generalize the skills and strategies they learn during telerehabilitation sessions into their own meaningful real-world contexts.
CScD in OT Capstone Presentation
As a requirement for the post-professional Doctor of Clinical Science in Occupational Therapy (CScD) curriculum, students are mentored to identify and implement a quality improvement project in a clinical or educational setting. These projects demonstrate innovative ideas, methods for planning and implementing evidence-based programs and outcomes of value to clients, employers and reimbursement sources.
A Multimodal Approach to Stroke Prevention with a Community-Based Aphasia Support Group
Project Overview: Occupational therapy practitioners can provide evidence-informed stroke prevention, education and intervene to strengthen self-management skills with goal-driven strategy practice for ongoing lifestyle modification. The purpose of this quality improvement project was to address that gap and adapt an evidence-based self-management stroke prevention program using a tailored multimodal approach that met the needs of the aphasia support group. The project aimed to increase knowledge of stroke risk factors, signs of a stroke, actions to take if a stroke occurs, and it aimed to improve self-efficacy to manage health for stroke risks.
OTD Capstone Poster Sessions
This virtual poster session is the culmination of our Doctor of Occupational Therapy (OTD) students’ doctoral capstone experience, relating theory to practice and demonstrating synthesis of advanced knowledge. We invite you to explore the range of topic areas presented by our OTD students. We hope that you enjoy and engage in active discussion as you view the posters presented below.
Practice Concentration/Focus Area: Sensory Integration & Processing/Developmental Disabilities
Abstract: Sensory spaces provide individuals with intellectual and developmental disabilities opportunities to self-regulate when experiencing sensory dysregulation. Access to sensory spaces in the community can increase community participation by providing a safe environment for individuals to meet their sensory needs. Attendees will gain introductory knowledge on the processes of developing sensory spaces and corresponding sensory training for how to best support individuals using sensory spaces.
Objectives: At the conclusion of the session, participants will be able to:
Understand the process of developing sensory spaces.
Describe key components of sensory training for community-based programs.
Practice Concentration/Focus Area: Productive Aging/Home & Community Health
Abstract: This poster presentation will discuss a quality improvement project designed to improve older adults’ wellbeing through education and youth engagement. Our group created educational materials for care managers to provide to older adults in the home. Our group also used social media to engage youth via posts and videos about older adult care and promote interest for future engagement. This presentation will advance the community by promoting future youth engagement with older adults.
Objectives: At the conclusion of the session, participants will be able to:
Understand the impact of specialized resources for older adults to promote safety, independence, and well-being at home.
Utilize social media to educate youth by promoting interest and future engagement in older adult care.
Developing an Enrichment Activity Protocol for Children at HEARTH
Practice Concentration/Focus Area: Children & Youth/Early Childhood
Abstract: Through this project, the childcare hour programming was updated to meet the needs of the children residing at HEARTH, staff, and volunteers. Using visual schedules, rules and expectations, and emotional regulation strategies, the children increased peer group social and play participation. This poster will describe the enrichment activities protocol designed and implemented to address the need for children surviving complex traumas at HEARTH to enhance their play and social participation roles..
Objectives: At the conclusion of the session, participants will be able to
Identify the social participation and play occupational needs for children who have experienced homelessness due to domestic violence or other traumas and are currently residing in transitional housing.
Describe the development of childcare programming for children who have experienced homelessness due to domestic violence or other traumas and are currently residing in transitional housing.
Lighting the Way: Sparking Social Connections at Beacon Communities
Practice Concentration/Focus Area: Productive Aging/Home & Community Health Abstract: In a post-pandemic world, many older adults struggle with technology and limited social engagement. We partnered with Beacon Communities, a subsidized independent living facility for adults 62+ with disabilities, to address this challenge. Through conducting a needs assessment, we identified key needs in intellectual, environmental, and spiritual wellness. In response, we developed programs that educate residents about technology skills and promote healthy habits. In addition, these programs foster community engagement and social connection. This poster highlights our integrated approach and the promising impact on enhancing quality of life for community-dwelling older adults.
Objectives: At the conclusion of the session, participants will be able to:
Identify potential outcomes of social connection programs for older adults aging in place.
Understand the importance of self-efficacy with technology use for older adults in the community.
Outreach Therapy: A Framework for Occupational Therapy’s Role in Housing Transitions
Practice Concentration / Focus Area: Home & Community Health/Health & Wellness
Abstract: This poster describes OT’s role in addressing housing instability and transitions. Individuals experiencing homelessness have difficulty transitioning to stable housing due to mental, physical and/or cognitive disabilities and the traumatically destabilizing experience of homelessness. OT practitioners’ expertise in addressing and adapting the intersection of personal and contextual factors is highly valuable in supporting housing transitions and community reintegration.
Objectives: At the conclusion of the session, participants will be able to:
Describe the scope of OT with people experiencing homelessness or housing instability.
Identify personal and contextual factors present in the homeless population.
Promoting Success in the Workforce: Empowering Staff to Support Individuals with Disabilities
Site: Life’sWork of Western PA Practice Concentration/Focus Area: Developmental Disabilities/Work & Industry
Abstract: Direct support professionals (DSPs) promote work participation in adults with intellectual and developmental disabilities (IDD) through providing individualized care. There is a gap in the application of skills necessary to facilitate employment engagement for adults with IDD. Implementing an interactive staff training program in small groups increases knowledge, skills, and confidence. The occupational therapy lens is valuable to developing and delivering trainings that benefit adults with IDD.
Objectives: At the conclusion of the session, participants will be able to:
Understand the key components of a multi-modal interactive training program for DSPs working with individuals with IDD.
Understand the value of an interactive training program as a resource for DSPs working with individuals with IDD.
Recipes for Success: Making Meals Manageable for Individuals with Eating Disorders
Site: UPMC Western Psych Center for Eating Disorders Practice Concentration/Focus Area: Mental Health/Home & Wellness Abstract: Individuals with eating disorders have functional and cognitive distortions related to food and mealtime behaviors. Meal preparation interventions can support the development of coping strategies and increase engagement in mealtime activities. An occupational therapy approach can support recovery through graded exposure, activity analysis, and scaffolding. This poster describes the development and implementation of a group-based meal preparation skills group on an inpatient eating disorder unit.
Objectives: At the conclusion of the session, participants will be able to
Describe the benefits of an occupation-based meal preparation group intervention in programming on an eating disorders unit.
Identify the key elements of designing effective group-based interventions for individuals with eating disorders.
Safe Transitions: A Discharge Planning Toolkit for Continuity of Care
Site: UPMC Western Psych Integrated Health Aging Program (IHAP)
Practice Concentration/Focus Area: Mental Health/Gerontology
Abstract: Discharge planning is critical at a broad healthcare system level to reduce and prevent readmission rates, especially for the geriatric population with psychiatric conditions, which is why this is a primary area of need in the Integrated Health and Aging Program unit. Occupational therapy can increase staff knowledge and continuity of care upon discharge via in-service training and addendum documentation. Participants will develop introductory knowledge on preparation for discharge by synthesizing therapeutic resources and strategies to promote carryover to patients’ next destination.
Objectives: At the conclusion of the session, participants will be able to:
Describe the importance of carrying over therapeutic skills learned in the inpatient unit to allow for a safer transition to the next destination of care.
Describe the importance of following a framework for consistent language in the discharge process for uniform patient care.
Practice Concentration/Focus Area: Children & Youth / Early Childhood
Abstract: Visual and perceptual difficulties affect various childhood occupations, including activities of daily living, play and school-related tasks. Therefore, it is crucial that occupational therapists are equipped to treat visual and perceptual impairments. The resource repository “See and Succeed: A Visual and Perceptual Guide,” will empower pediatric occupational therapists to address these concerns, including a review of visual skills, intervention ideas, and caregiver materials.
Objectives: At the conclusion of the session, participants will be able to:
Identify at least four client-centered interventions for children with visual and perceptual deficits.
Identify caregiver education for three areas of visual perception.
Spoonfuls of Support: A Tandem Group Therapy Approach to Feeding Support for Caregivers and Children
Practice Concentration/Focus Area: Children & Youth/Feeding, Eating & Swallowing
Abstract: This poster presents the “Spoonfuls of Support” pilot tandem group therapy program, offered in Spring 2025 at The Children’s Institute in Pittsburgh, PA. Children and caregivers attend separate therapy sessions focusing on the same topic. Children receive therapy, while caregivers learn therapeutic techniques, gain coaching skills, and build community. At session end, caregivers join children to practice these skills, enhancing skill transfer and fostering support among caregivers.
Objectives: At the conclusion of the session, participants will be able to:
Demonstrate an understanding of the benefits and implementation of tandem group therapy for both children and their caregivers.
Understand the importance of caregiver support and education for caregivers of children with feeding difficulties.
Supporting with Confidence: A Caregiver Series
OTD Peer Network: Sarah Kargbo, Morgan Krantz, Helena Krejsa, Rhea Roy
Practice Concentration/Focus Area: Home & Community Health/Oncology
Abstract: Limited educational resources and programming impact cancer caregivers’ confidence in providing care to themselves and their loved ones. Based on caregiver feedback, we developed a five-week virtual program to address identified gaps. Topics included symptom management, emotional support, home modifications, self-care, and community resources. Changes in caregiver knowledge, satisfaction, and confidence were measured. This project aims to equip caregivers with essential knowledge and resources.
Objectives: At the conclusion of the session, participants will be able to
Describe methods to create and implement an educational community-based workshop series for cancer caregivers.
Discuss the impact of educational programming on cancer caregiver satisfaction and confidence.
Toolkit for Tots: Essential Tips and Techniques for Pediatric Sensory and Behavioral Success
OTD Peer Network: Ani Boghossian-James, Sarah Fishbein, Lily Hoffman, Julia Schwartz, Christen Stefanelli
Site: UPMC Western Psych Center for Autism and Developmental Disabilities (CADD)
Practice Concentration/Focus Area: Developmental Disabilities/Sensory Integration & Processing
Abstract: There is limited understanding of the sensory, behavioral, and emotional regulation management skills needed for success in an academic environment. Students with sensory differences may face dysregulation, leading to disruptions in learning and participation. An evidence-based holistic and client-centered program was developed for staff and caregiver education, offering enhancements that support behavior management and improve student engagement in everyday activities.
Objectives: At the conclusion of the session, participants will be able to:
Identify 5 sensory strategies to promote classroom participation in school-aged children.
Identify methods for increasing staff and caregiver knowledge of behavior management strategies in an academic setting.
For questions regarding this event, please contact the Department of Occupational Therapy at OTpitt@shrs.pitt.edu.
American occupational Therapy Association
Conference
Each year, Pitt Occupational Therapy (OT) alumni, students and faculty make a significant impact at the AOTA annual conference and expo.
AOTA INSPIRE 2025 will be held at: Pennsylvania Convention Center 1101 Arch St, Philadelphia, PA 19107
Pitt at AOTA 2025
Visit us at booth #943 to say hello and chat with Pitt OT faculty. We’d love to see you!
Exhibit hours are as follows:
Thursday, April 3: 12:30 – 5 p.m.
Friday, April 4: 10 a.m. – 5 p.m.
Saturday, April 5: 9 a.m. – 2 p.m.
Posters and Presentations Schedule
Experience the breadth and depth of scholarship from our alumni, students and faculty. Below are the highlighted sessions that feature Pitt OT.
Students can find access to program and school materials in the Current Student Resource Hub. Pitt Passport is required.
Current Students can also find answers to commonly asked questions and connect with valuable resources and contacts. This resource helps students locate academic guidance, professional development, or support for each individual’s wellbeing including things like counseling or study resources.
Resources for Pitt OT Fieldwork Educators
Pitt OT faculty collaborates with Fieldwork Educators to prepare students to deliver high quality occupational therapy services. We recognize the expertise of Fieldwork Educators and their highly valuable commitment to student education.
Pitt OT Fieldwork Educator Sessions
The University of Pittsburgh Department of Occupational Therapy is excited to announce the dates for our second series, in 2025, of virtual educational sessions designed for fieldwork educators and anyone interested in fieldwork education!
Our Fieldwork Educators, our partners, who are critical to the success of our students and to the future of occupational therapy are personally invited to attend the session. Each session will advance the skills of our partners, and allow them to earn one professional development contact hour per session.
Save the Date for 2025 Sessions
September 9, 2025 | Level I Fieldwork Evaluation & Scoring
Learn how to evaluate and score Pitt OT student performance in Level I Fieldwork
November 4, 2025 | Level II Fieldwork Evaluating & Scoring
Learn how to evaluate and score Pitt OT student performance in Level II Fieldwork
The Performance Assessment of Self-care Skills (PASS) is a valid and reliable tool designed to measure occupational performance of daily life tasks. The PASS is a client-centered, performance-based, criterion-reference, observational tool that assists occupational therapy practitioners to objectively document occupational performance and plan occupation-based interventions for adolescent, adult, and older adult populations in a variety of settings. We hope you find the PASS to be a useful tool for your clinical practice, educational instruction and/or scientific projects.
Learn more about the PASS
The PASS consists of 26 core tasks, categorized in four domains. The PASS includes 5 functional mobility (FM) tasks, 3 basic activities of daily living (BADL) tasks, 4 instrumental activities of daily living (IADL) tasks with a physical emphasis, and 14 IADL tasks with a cognitive emphasis.
If you are interested in learning more about the PASS and using the PASS in your clinical practice, educational instruction and/or scientific projects, please complete a brief survey at PASS Survey.
Once you complete the survey, you will receive access to the PASS webpage.
On the web page, you will find all the materials you need to learn and administer the PASS, including the Clinic and Home versions of the PASS with administration materials; the Scoring Guidelines (manual); and access to the Administration and Scoring Videos. The web page also includes WeePASS materials.
