Poster Session
Issue Date: July 2017
Published Online: July 01, 2017
Updated: April 30, 2020
Supporting Occupational Performance of Undergraduate Students With Learning and Attention Disorders Through Formal Mentorship: Preliminary Analysis
Consuelo M. Kreider, PhD, OTR/L; Angela Sexton; Marcia Kay Schneider, MHS, OTR/L; Zari Linden Whittaker; Sharon Medina
Author Affiliations
  • University of Florida
Article Information
Rehabilitation, Participation, and Disability / School-Based Practice / Basic Research
Poster Session   |   July 01, 2017
Supporting Occupational Performance of Undergraduate Students With Learning and Attention Disorders Through Formal Mentorship: Preliminary Analysis
American Journal of Occupational Therapy, July 2017, Vol. 71, 7111505102. https://doi.org/10.5014/ajot.2017.71S1-PO2130
American Journal of Occupational Therapy, July 2017, Vol. 71, 7111505102. https://doi.org/10.5014/ajot.2017.71S1-PO2130
Abstract

Date Presented 3/30/2017

Mentorship can support successful occupational performance. Themes of support to milestones and meaningfulness in mentorships emerged from group discussions with undergraduates with learning and attention disorders receiving formal mentorship. Findings can guide development of interventions.

Primary Author and Speaker: Consuelo M. Kreider

Contributing Authors: Angela Sexton, Marcia Kay Schneider, Zari Linden Whittaker, Sharon Medina